Pre-service teacher’s mathematical knowledge for teaching in problem-based learning

Ifada Novikasari

doi:10.23917/jramathedu.v5i2.10556

Abstract

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.

Highlights

The challenge of Indonesian education in creating reliable and accountable generation is not borne by the government only as of the policymaker and those executing the programs in the field namely teachers
The average Mathematics Content Knowledge (MCK) progresses on low Beginning Content Knowledge Level (BCKL) for conventional learning class, PBL1 class, and PBL2 class consecutively were 0.095; 0.245; and 0.300
Based on BCKL aspects of the low, medium, and high categories, the highest average progress occurred in the PBL2 class, followed by the PBL1 class and the conventional learning class

Summary

Introduction

The challenge of Indonesian education in creating reliable and accountable generation is not borne by the government only as of the policymaker and those executing the programs in the field namely teachers. There were many education practitioners, especially teachers, who were not good enough in applying scientific approaches (Gunawan, 2017). The dramatic reform, according to Corcoran (1995), generated hopes for students, but it required the teachers to master new skills, bare more responsibilities, and make new changes in their teaching practices. The objectives of teacher training programs are to provide pre-service teachers with proper qualifications as teachers. Pre-service teacher’s mathematical knowledge for teaching in problem-based learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 160-174.

Methods

Results

Conclusion