Content and Pedagogical Knowledge of Prospective Teachers in Mathematics Learning: Commognitive Framework

Abstract

The purpose of this research was to describe the content and pedagogical knowledge skills of prospective teacher in learning mathematics from a commognitive perspective. This type of research is qualitative research. The subjects of this study were the 7th-semester students of mathematics education at Madura University who were taking a Field Experience (PPL) course. Students do teaching and recording is done in the form of video recordings. Teaching video recordings were analyzed by researchers to observe the ability of pedagogical and content knowledge of prospective teacher from a commognitive perspective. Data analysis in this study is inductive, that is an analysis based on data obtained, researchers present the data that has been reduced which then concludes. In this study, there are fundamental differences in the commognitive components of content knowledge and pedagogical knowledge of prospective teacher. All commognitive components both word use, visual mediator, routine and narrative occur in the content knowledge of prospective teacher in the learning process.The narrative component in commognitive emphasizes more on the knowledge content of prospective teacher, this is the finding of this study.