Abstract
Mathematics teacher candidates are required to have both expertise and communication skills. Therefore, they should have a good imagery model. The present study is a descriptive qualitative research that involved the students of mathematics education program, FKIP, Universitas PGRI Madiun. The result shows there are 10 models of rational-irrational function graphs that are proposed by the candidates of mathematics teacher involved in the present study.. Mathematics lectures should enrich learning activities and materials to stimulate and develop students' capability in devising the graphs of rational-irrational functions.
Highlights
One of the integral concepts is the Riemann integral
This paper discusses the imagery of the mathematics student candidate in describing the rational-irrational function graph
This paper discusses the imaginary student of mathematics teacher candidate in describing the rational-irrational function graph
Summary
One of the integral concepts is the Riemann integral. The Riemann integral concept is chosen in real-analysis because it is considered the easiest to learn and acceptable to students. Darmadi (2015) study explains the importance and visual thinking process of prospective mathematics teacher students in understanding the definition. Darmadi (2016) study explains the importance and visual thinking process of mathematics teacher candidate in solving the problem. This paper discusses the imagery of the mathematics student candidate in describing the rational-irrational function graph. This paper discusses the imaginary student of mathematics teacher candidate in describing the rational-irrational function graph. The research problem is how many imaginary student of mathematics teacher candidate in describing the rational-irrational function graph. This research is important to know the imagery of students in learning modality as a Riemann integral If this modality is not known, it will happen within the constraints of the learning of real analysis. The results of this research can be developed to know the richness of imagery students as a modality in learning mathematics
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