Elementary School Teachers' Mathematical Connections in Solving Trigonometry Problem

Erry Hidayanto,Purwanto Purwanto,Sitti Fithriani Saleh,Sudirman Sudirman,Susiswo Susiswo

doi:10.46303/ressat.03.03.3

Erry Hidayanto, Purwanto Purwanto + Show 3 more

Open Access

https://doi.org/10.46303/ressat.03.03.3

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Abstract

This study aims to reveal mathematical connections of elementary school teachers in solving trigonometric problem. The subjects of this study were 22 elementary school teachers as the prospective participants of Professional Teacher Education and Training (PTET). They came from several districts of South Sulawesi Province. The teachers were given trigonometry problem. Trigonometry problems could encourage teachers to connect geometrical and algebraic concept, graphical representation and algebraic representation, as well as daily life context. The result shows that most of the subject teachers of this study solved the problem according to procedures they know without considering everyday life context. On the other hand, there were some subjects who connected problem with everyday life context using graphical, verbal, or numerical representation. Thus, subjects who were able to connect problem information with appropriate concepts and procedures are categorized as substantive connections. While the subjects who were able to connect problem information with mathematical concepts but less precise in using the procedure are categorized as classification connections.

Highlights

Mathematics is a network of interconnected ideas, not a collection of separate nodes, it is often taught separately (Businskas, 2008; NCTM, 2000)
The teachers are prospective participants of Professional Teacher Education and Training (PTET), which is a government program to improve the quality of teachers so that they deserve a certificate of educators
In the trigonometry problem proposed, the teachers were asked to determine the height of the flagpole by utilizing the comparison of trigonometry

Summary

Introduction

Mathematics is a network of interconnected ideas, not a collection of separate nodes, it is often taught separately (Businskas, 2008; NCTM, 2000). A person who is able to connect mathematical ideas, facts, procedures, and relationships indicates that the person has deep mathematical understanding and that his/her knowledge is long-lasting (Eli et al, 2011; Mhlolo et al, 2012; NCTM, 2000; Saminanto & Kartono, 2015). A learning that involves connections will make learners understand mathematics deeper and make use of mathematics in everyday life (NCTM, 2000; Saminanto & Kartono, 2015). The person is in the process of connecting the new information with his prior knowledges (Businskas, 2008; Eli et al, 2011; NCTM, 2000; Saminanto & Kartono, 2015). When the teachers help their students to make connections, they have helped their students to learn on how to think mathematically (NCTM, 2000)

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