Abstract
Pedagogical content knowledge plays a role in learning in classroom. The study aims to 1) analyze the teachers’ knowledge of the students' errors and difficulties in solving linear equations and 2) describe the instructional strategies used by teachers to reduce their errors and difficulties. The subjects were two novice teachers who have taught the Junior High School 7th grade students with different math abilities for two years. The data collection was conducted by open questionnaire and interview. The results showed that both teachers have knowledge of students' errors and difficulties in solving linear equations. However, the teacher's learning strategies in helping students reduce students' errors and difficulties were different from one another. It can be concluded that the teacher's knowledge of the students’ errors and difficulties can help teachers determine the appropriate learning strategies to present a learning subject matter.
Highlights
IntroductionAs stated by NCTM (2000), "teaching mathematics well is a complex endeavor, and there are no easy recipes" (p.17)
The teachers with the same educational background and teaching experience are similar to understanding the students’ errors and difficulties in learning a subject matter. They can identify the errors commonly made by students in solving linear equations of one variable
The students’ mathematics ability is one of the factors that can influence the difference of instructional strategies used by teachers in teaching the solving of linear equations of one variable
Summary
As stated by NCTM (2000), "teaching mathematics well is a complex endeavor, and there are no easy recipes" (p.17). NCTM (2000) states that for an effective learning process, a teacher must have in-depth knowledge and understanding of the content, curriculum, student characteristics, learning methods, and classroom management. A comprehensive study of the knowledge of teachers has been discussed by Shulman (1986). In his study of an effective teaching process, Shulman stated that there are three kinds of the teachers’ knowledge: content knowledge (CK), pedagogical content knowledge (PCK), and curricular knowledge. Shulman (1987) developed the PCK definition as "representing the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” Shulman (1987) developed the PCK definition as "representing the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” (p. 8)
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