High School Mathematics Teachers Research Articles

The Intergenerational Transmission of Mathematics Attitudes

Cold sweats, head shakes, and memories of hardship are the common reactions when adults are introduced to a high school mathematics teacher. These negative reactions contribute to an attitude towards mathematics that continues to permeate American society. Unfortunately, there is a growing concern that these negative attitudes may be passed from adults to susceptible youth resulting in a never-ending cycle of dislike towards mathematics. The current study aimed to investigate the ways in which students internalize the mathematics attitudes of their parents in light of mathematics capital theory. Instruments measuring self-efficacy beliefs in mathematics, as well as value placed on learning content were administered to all juniors, seniors, and their parents in a suburban school district. The survey data was analyzed to identify candidates for interviews. Interviews of eight parents and their children were conducted to explore the sources of the students’ self-efficacy beliefs. Findings revealed that the relationship between a parent and child’s belief systems is complex and varies according to the parent’s level of mathematics beliefs.

The difficulties of students when solving HOTS problem and the description of students cognitive load after given worked example as a feedback

The study aims to describe the obstacles of high school mathematics teachers in teaching the distance and angle of the three dimensions materials. This research is a descriptive exploratory study with a qualitative approach. We collected the data using interviews and questionnaires. The subject was 11 mathematics teachers of SMA, SMK, and MA in Semarang City and Demak Regency. The data was analyzed by looking for themes and determining inter-theme relations to gain an understanding. The findings are as follows. First, obstacles faced by mathematics teachers to teach the distance and angle of the three dimensions materials are teachers’ limited professional competence, students’ difficulties in understanding the concept, students’ difficulties in thinking, and the need for proper learning media. Second, some efforts made by teachers to overcome and expect obstacles happened namely discussing problems with other senior teachers, preparing and learning the materials that require special attention, using visual media, provides exercises with many types, close to psychology with students, and testing various proper teaching models and methods of three-dimension materials.

Constraints of high school mathematics teachers in teaching distance and angle material in three dimensions

The study aims to describe the obstacles of high school mathematics teachers in teaching the distance and angle of the three dimensions materials. This research is a descriptive exploratory study with a qualitative approach. We collected the data using interviews and questionnaires. The subject was 11 mathematics teachers of SMA, SMK, and MA in Semarang City and Demak Regency. The data was analyzed by looking for themes and determining inter-theme relations to gain an understanding. The findings are as follows. First, obstacles faced by mathematics teachers to teach the distance and angle of the three dimensions materials are teachers’ limited professional competence, students’ difficulties in understanding the concept, students’ difficulties in thinking, and the need for proper learning media. Second, some efforts made by teachers to overcome and expect obstacles happened namely discussing problems with other senior teachers, preparing and learning the materials that require special attention, using visual media, provides exercises with many types, close to psychology with students, and testing various proper teaching models and methods of three-dimension materials.

Junior high school mathematics teachers’ knowledge in calculators

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

Aktivitas Guru Matematika dalam Pembelajaran Menggunakan Perangkat Lunak Geometri Dinamis

This study aims to describe the use of dynamic geometry software (DGS) by mathematics teachers in their teaching and learning activities. This study case involves two junior high school mathematics teachers who use DGS in their teaching activities. The data of this study were collected by recording teacher activity and interviewing the teachers. The data were then analyzed through data transcription, data categorization, data reduction, data review and analysis, and conclusion. The results of this study involved, first, the use of DGS in teaching and learning activities can be categorized into two activities: 1) shifting and 2) delivering content. The delivering content is later divided into two activities: a) applying representation and b) modeling. Shifting activity occurred when teachers had an interval period while conducting one activity to another. Delivering content-applying representation activity occurred when teachers were using DGS to deliver both conceptual and procedural materials to the students. Delivering content-modeling activity occurred when teachers were using DGS to make students acquire knowledge and have a problem-solving skill as performed by their teachers. The modeling activities occurred either explicitly and implicitly.

High School Mathematics Teacher’s Ability in Developing Mathematical Literacy Instrument: A Study in East Lampung Regency

Abstract: High School Mathematics Teacher’s Ability in in Developing Instruments of Mathematical Literacy Test: Study in Lampung Timur Regency. This study aims to describe the ability of high school mathematics teachers in East Lampung Regency in developing instruments of mathematical literacy test. This research is a descriptive study with 19 respondents of high school mathematics teachers. The research data were obtained through test, performance test and questionnaires. Data analyzed using data reduction, data presentation and conclusion. The results showed that: a) 63.16% teachers only able to create routine problem which measure employing stage in mathematical process; b) male teachers with more than 25 years teaching experience are only able to develop 5.26% mathematical problems which measure formulating stage; c) Reasoning and argument is the fundamental mathematics skills that was rarely measured in the developed instrument; d) using symbolic, formal and technical language and operations is the most frequently skills that is measured in the developed instrument. Keywords: mathematical literacy instrument, high school teacher, descriptive research. Abstrak: Kemampuan Guru Matematika SMA Kabupaten Lampung Timur dalam Mengembangkan Instrumen Tes Literasi Matematis . Penelitian ini bertujuan untuk mendeskripsikan kemampuan guru Matematika SMA Kabupaten Lampung Timur dalam mengembangkan instrumen tes literasi matematis. Penelitian ini merupakan penelitian deskriptif dengan responden sebanyak 19 orang guru matematika SMA. Data penelitian diperoleh melalui instrument tes, tes unjuk kerja serta angket. Data dianalisis dengan tahapan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa a) 63,16% soal yang dibuat oleh guru adalah soal rutin pada tahapan proses matematis employ, b) Guru laki-laki dengan pengalaman mengajar lebih dari 25 tahun hanya mampu mengembangkan 5,26% soal matematika dengan proses matematis formulate; c) Kemampuan dasar matematis yang paling minim dimunculkan pada soal yang dikembangkan oleh guru adalah penalaran dan argumentasi; d) penggunaan operasi dan bahasa simbolik, formal dan teknis adalah kemampuan yang paling sering diukur oleh guru pada instrument yang dikembangkan. Kata kunci: instrumen literasi matematis, guru SMA, penelitian deskriptif. DOI: http://dx.doi.org/10.23960/jpmipa/v21i1.pp35-48

Higher-order thinking (HOT) oriented learning: exploration of mathematics teachers’ perception

Teacher is one of the factors of the success in implementing high-order thinking oriented learning so that students can think at a higher level. In fact, students’ high-order thinking skills are still low, so teachers’ perceptual information is needed. This study aims to describe the perception of mathematics teachers on HOT-oriented learning from the aspects of (1) curriculum, (2) books, (3) training, and (4) learning activities carried out. The research method used was a survey with a quantitative descriptive approach. The population of this study was 29 state junior high school mathematics teachers in North Banjarmasin Subdistrict. Data was collected through questionnaires and analyzed using a Likert scale, percentage, and mode. The results obtained showed that mathematics teachers had the following perceptions: (1) positive for the 2013 curriculum, (2) positive for books that were with HOT oriented but negative for examples in textbooks easily understood by students, (3) positive for training material that had been followed, (4) positive that planning is needed to construct HOT criteria, increase questioning activities, express opinions, foster creativity, and students’ critical thinking skills, but negatively increase the activity of observation, student experimentation, and scheduled timelines.

EXPERIENCED TEACHERS’ PERCEPTIONS: MATH-FOCUSED STEAM LEARNING

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

고등학교 수학교사의 과정 중심 평가에 대한 인식 조사

This study investigated mathematics teachers’ perceptions on process-focused assessment. We developed a survey based on seven areas (purposes, types, core competence, relevance, usages, feedbacks, and general opinion on assessment) and gathered 125 data of high school mathematics teachers in Incheon area. The data were analyzed using an Importance-Performance Analysis (IPA) method, which showed that the teachers considered importance higher than their performances in the surveyed areas. In addition, the results of general opinion on assessment demonstrated that teachers have positive perceptions on introducing and implementing process-focused assessment, which would improve students’ mathematical abilities. However, the results also indicated that teachers consider implementing process-focused assessment more difficult than results-oriented assessment.

IMPROVING MATHEMATICAL TEACHERS COMPETENCY 21TH THROUGH WORKSHOP DEVELOPMENT OF MATHEMATICAL OLYMPIC PROBLEMS BASED ON HIGH ORDER THINKING SKILLS IN SMP SOLOK SELATAN DISTRICT

The aim of study to improve competency junior high school mathematics teachers in Solok Selatan district in compiling Olympiad questions mathematics and solving problems based on high order thinking skills (HOTS). The target audience for community service is mathematics teachers incorporated in the Subject Mathematics Teacher's Consultation (MGMP) Mathematics in Solok Selatan. The method used in the service includes the presentation of material by the team community service then carried out the pre test and post test, the design of the question HOTS, discussion and question and answer sessions at the math Olympiad. Conclusions of this research is: There is a positive increase in teacher competency after being given training in compiling math Olympiad questions that the posttest results are better than the results pretest in the training to improve the competency of mathematics teachers in compiling the questions Mathematical Olympiad based on high order thinking skills of SMPN in Solok Selatan District

Conocimiento tecnológico pedagógico del contenido en la enseñanza de matemática en el ciclo superior de la escuela secundaria

Este trabajo tiene como propósito presentar las particularidades de las prácticas de enseñanza de los docentes de matemática de escuela secundaria cuando utilizan tecnologías digitales en las aulas. La investigación cualitativa se realizó mediante entrevistas en una muestra de 14 docentes de matemática de escuela secundaria en Argentina. Se propone la Technological Pedagogical Content Knowledge (TPACK) como herramienta de análisis para establecer vinculaciones entre los conocimientos tecnológicos, pedagógicos y de contenido para caracterizar el uso que los docentes hacen de las tecnologías en sus prácticas de enseñanza. Los resultados indican que la mayoría hace un uso limitado de las tecnologías, en el marco de una enseñanza tradicional. Se destacan las prácticas de dos profesoras que potencian un entramado significativo entre tecnología, didáctica y conocimientos específicos. Los resultados a los que se ha arribado constituyen un potencial insumo para la formación docente con tecnologías.

Strengthening mathematical interpretation competence through the portfolio as a learning tool

The purpose of the research is to strengthen the competence of mathematical interpretation through the portfolio as a learning tool in an educational institution of the “Municipio de Gramalote, Norte de Santander, Colombia”. The research is carried out from the socio-critical approach, qualitative paradigm and the chosen method is action research. The information gathering process was developed using the techniques of: participant observation and focus group. The key informants were two high school mathematics teachers and eighth grade students. The results show that in the diagnosis the participants’ lack of knowledge regarding the process of mathematical interpretation was evidenced; elements of knowledge are identified from the previous knowledge of the students and the preparation of the researcher teacher in the didactic sequence. The use of a tool such as the portfolio made it possible to motivate the learning process and to evidence in an orderly manner the abilities and capacities empowered by the students; there was an appropriation of learning around the analysis and interpretation of mathematics from concrete situations in the daily lives of the students, taking up their previous knowledge and using didactic elements and resources from their environment.

Collaboration and teacher knowledge in a teacher learning community: A case of mathematics teachers in KwaZulu-Natal province

The literature on professional development of teachers has shifted to focusing on collaboration and learning communities as a productive way for teachers to learn. This qualitative case study examines the nature of collaborative activities and the kinds of teacher knowledge learnt in a community of high school mathematics teachers. Data was collected through observations of professional development workshops, questionnaires, interviews with teachers and document analysis. The findings established that collegial collaboration and the focus on specialised content knowledge in this learning community enabled teachers to approach their teaching more effectively. In this paper we claim that that the learning community is a productive learning space because it was supported by the Department of Education and a Non-Governmental Organisation, and because it focused on specialised content knowledge. The collaborative focus enabled teachers to share knowledge and ideas resulting in teachers taking charge of their own learning.

Pemanfaatan Program Microsoft Mathematic Dan Geogebra Untuk Peningkatan Mutu Guru Matematika Tingkat SMP Di Kabupaten Bantaeng Sulawesi Selatan

outcomes generated from this activity are as follows: 1) Enhance the ability of Partners in developing existing technology, especially computers in optimizing learning in the classroom through the Geogebra and Microsoft Mathematic programs. Middle School Mathematics Teachers in Bantaeng District are trained in making teaching materials, especially computer-based self-learning modules that are not only material and questions but must be able to develop children's abilities in constructing the concept of the material being taught. The Geogebra and Microsoft Mathematic programs are application programs that can be utilized in dealing with these problems; 2) Training for teachers who are members of the Bantaeng District Junior High School Mathematics Teacher (MGMP). The training material was in the form of a guidebook for the use of the Geogebra program and the Microsoft Mathematics and its use in mathematics learning developed by the Mathematics Department FMIPA UNHAS dedication team. The teaching materials will be used in the training as an initial stage for the teachers to recognize and master the Geogebra and Microsoft Mathematics programs.

PENINGKATAN KOMPETENSI GURU PEMBINA OLIMPIADE MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA KABUPATEN MADIUN

The objective of this research is to describe the improvement of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun Regency by using the qualitative descriptive approach. The subjects of this research were 66 participants of junior high school mathematics teachers workshop organized by Mathematics teachers in each junior high school or MGMP in collaboration with the Depatment of Education and Culture of Madiun Regency. The data collection were carried out with a written test in the description form consisting the results of pre-test, post-test, practice questions, presentations from each group and observation results during the workshop. The results indicated that the mathematics Olympiad workshop activities for Junior High School mathematics teachers in Madiun Regency could increase the understanding of workshop participants in solving mathematics Olympiad questions. This improvement could be seen from the answers of practice questions as well as from the presentations session whereas the teachers could clearly describe several topics such as an algebraic, number theory, geometry, combinatorics, and statistics. However, an advanced Olympics workshops are still needed to help the teachers of Junior High School mathematics Olympiad in Madiun Regency.

Teachers’ Readiness in Implementing Lesson Study

Improving educational quality by improving learning quality might be afforded through several initiatives and one of the initiatives is benefitting lesson study. With regards to the statement, the present study would like to describe the junior high school teachers’ readiness in implementing the lesson study in order to improve the learning quality of Mathematics. The study was a qualitative research that involved phenomenological approach. The data were gathered using open questionnaire and involving 12 junior high school teachers of Mathematics from the low, the moderate, and the high category in both the private and the public schools as the participants. The results of the study show that the teachers’ understanding toward the lesson study has still been partial. Most of the Mathematics teachers have theoretically understood the activities of the lesson study and some of these teachers have implemented the activities of the lesson study. Several obstacles that appear within the implementation of the lesson study are related to the teachers, the participants, and the availability of the facilities. Despite these obstacles, basically the teachers seek to implement the lesson study as one of the efforts for improving the learning quality and the learning results of Mathematics in the school Start your abstract here...

ICT literacy of high school mathematics teacher: online learning competence with heutagogical approach

The purpose of this study is to determine the level of literacy of high school mathematics teachers. This research is a descriptive research that describes the literacy of high school mathematics teachers based on the analysis of questionnaires that are filled by teachers who come to the Center for Development and Empowerment of Mathematics Teachers and Education Personnel (CDEMTEP/PPPPTK Matematika) and teachers who access PPPPTK Matematika’s web, followed by high school mathematics teachers from various provinces in Indonesia. The research was conducted from May 5 to June 29, 2018. The results showed: (1) ability to use basic computer 55.07% good, and 44.93% moderate; (2) ability to create and use ICT-based learning media 7.97% good, 82.61% moderate, and 9.42% less; (3) ability to use Internet 39.13% good, and 60.87% moderate; and (4) the ability to use social media, the data obtained shows that five respondents did not answer. One respondent answered that they did not have social media. Most of the respondents have more than one social media. 52% of respondents who answered stated using WhatsApp. Ninety-three points two percent of respondents stated using Facebook. 52.27% of respondents use more than one social media.

Is it difficult to teach higher order thinking skills?

A teacher must be aware of the importance of teaching higher order thinking skills (HOTS) to prepare young generations in 21st Century. But in reality, many teachers find difficulties in teaching HOTS. This research aims to describe teachers’ difficulties in teaching HOTS in the classroom. The research is a descriptive explorative research by means of qualitative approach. The data were collected from questionnare. This research involved 10 high school mathematics teachers in Yogyakarta, Indonesia. The result of the research shows that the teachers still find difficulties in teaching HOTS in the classroom, those are (1) teachers’ knowledge about HOTS is still low, (2) teachers’ difficulty in delivering apperception to students, (3) teachers’ difficulty in designing and applying the assessment based on HOTS, (4) teacher’s difficulty in delivering HOTS based learning materials, (5) teacher’s difficulty in making learning media based on HOTS, and (6) teachers’ difficulty in preparing learning tools based on HOTS.

KUANTITAS UJI KOMPETENSI GURU MATEMATIKA SEKOLAH MENENGAH PERTAMA DI KABUPATEN BANGKA TENGAH TAHUN 2015

Abstract This research is about the first description of the quantity of competency testing of mathematics teachers at school level in Central Bangka district. The purpose of this study is to find out. (1) Description of teacher competency, especially pedagogical competence and professional competence of junior high school mathematics teachers in middle bangka kabutan who have taken UKG; (2) constraints of junior high school math teachers in taking UKG. This research method uses quantitative descriptive methods. Data sources are primary data sources in the form of informant words and secondary data sources in the form of UKG 2015 documentation and archives. The sampling technique uses purposive sampling. Data collection techniques use documentation, questionnaires and interviews. The results of this study can be concluded that: (1) Pedagogical and professional competence of junior high school mathematics teachers in Bangka Tengah district itself is good but still needs to be improved. This can be seen from the results of (a) pedagogical and professional competencies have been implemented as indicators of Minister of Education Regulation No. 16 of 2007 (b) the average value of UKG on pedagogic competence is 66.29 and professional competence is 66.04 (2) The obstacles faced in taking UKG are the material tested on his professional competence is too broad, lack of mastery of pedagogical competencies, lack of some teachers have mastery of computers. Keywords: pedagogic competence, professional competence, mathematics teacher competency test

KUANTITAS UJI KOMPETENSI GURU MATEMATIKA SEKOLAH MENENGAH PERTAMA DI KABUPATEN BANGKA TENGAH TAHUN 2015

Abstract This research is about the first description of the quantity of competency testing of mathematics teachers at school level in Central Bangka district. The purpose of this study is to find out. (1) Description of teacher competency, especially pedagogical competence and professional competence of junior high school mathematics teachers in middle bangka kabutan who have taken UKG; (2) constraints of junior high school math teachers in taking UKG. This research method uses quantitative descriptive methods. Data sources are primary data sources in the form of informant words and secondary data sources in the form of UKG 2015 documentation and archives. The sampling technique uses purposive sampling. Data collection techniques use documentation, questionnaires and interviews. The results of this study can be concluded that: (1) Pedagogical and professional competence of junior high school mathematics teachers in Bangka Tengah district itself is good but still needs to be improved. This can be seen from the results of (a) pedagogical and professional competencies have been implemented as indicators of Minister of Education Regulation No. 16 of 2007 (b) the average value of UKG on pedagogic competence is 66.29 and professional competence is 66.04 (2) The obstacles faced in taking UKG are the material tested on his professional competence is too broad, lack of mastery of pedagogical competencies, lack of some teachers have mastery of computers. Keywords: pedagogic competence, professional competence, mathematics teacher competency test