Abstract
Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.
Highlights
Teachers’ Mathematics Content Knowledge (MCK) is one of the essential things for effective teaching; it is important to be researched
Investigations on knowledge scheme for teaching as well as the MCK are the familiar approach used in much research, i.e., Programme of International Student Assessment (PISA) and Teacher Education and Development Study in Mathematics (TEDS-M)
Numerous studies on the assessment of MCK have been conducted in several projects, such as COACTIV [3] and MT21 [4]
Summary
Teachers’ Mathematics Content Knowledge (MCK) is one of the essential things for effective teaching; it is important to be researched. Investigations on knowledge scheme for teaching as well as the MCK are the familiar approach used in much research, i.e., Programme of International Student Assessment (PISA) and Teacher Education and Development Study in Mathematics (TEDS-M). In the field of mathematics, Ma [6] considered content knowledge as understanding of the breadth and depth of relevant topics in mathematics, including an awareness of the interconnections. One of the basic concepts in geometry is space and shape, a topic that offers opportunities to practice logical, critical, creative, and systematical reasoning [9]. The approach to teaching geometry is very theoretical, while many abstract concepts and formulas are introduced without paying much attention to logical reasoning and understanding [11]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
