Prospective Math Teachers Research Articles

Response of Prospective Mathematics Teacher Students To Learning Difficulties In Calculus Course

This study was motivated by the learning difficulties faced by prospective mathematics teacher students in calculus courses, while calculus courses studied at the college level equip prospective teacher students to teach mathematics subjects at the secondary school level. This study aims to determine students' responses to learning difficulties in calculus courses. This research used descriptive quantitative method by involving 25 students of Tadris Mathematics IAIN Kerinci as the research sample. The sampling technique used in this study was convenience sampling, which is when a researcher chooses his sample only by including people who are available. This study uses a closed questionnaire as a data collection tool that is reviewed from 7 aspects of difficulty, namely interest, motivation, talent, intelligence, facilities and infrastructure, quality, and teaching methods. The results of descriptive analysis showed that students have a high level of difficulty in learning calculus. The conclusion of this study shows that students' learning difficulties, especially in calculus courses, are strongly influenced by external factors, especially related to learning facilities and infrastructure. The results also show that prospective math teacher students at IAIN Kerinci have an unfavorable response to learning difficulties in calculus courses.

Improving the Prospective Math Teacher's Literacy Skills by Using Digital Images in STEM-Based Instruction

The demands of high school education are not only increasingly complex and difficult subject content, students are also required to be able to think critically and reason in solving everyday problems. This mathematical ability is known as mathematical literacy proficiency. This is where the teacher's role as a facilitator who provides stimulus in the form of learning strategies, guidance and assistance when students experience learning difficulties is a key factor. For this reason, students as prospective mathematics teachers need to have good mathematical literacy skills and knowledge and skills to guide students to achieve 21st century abilities and skills. This research was conducted to apply a STEM approach in learning so that students can improve the mathematical literacy skills of students majoring in Mathematics Education as prospective teachers and introduce and equip them with knowledge about STEM. The research was carried out using problems related to the relationship between mathematics and digital images in STEM. Data is collected through tests and assessments of student activities that integrate STEM in solving problems. The research results show that digital images have the potential to help students understand mathematical concepts in various fields, especially computer graphics. Students' literacy skills also increased significantly at the significance level α = 0.05. Students' mathematical literacy proficiency level increased from 90% at maximum level 1 to 90% at minimum level 5

Improving Self-Efficacy and Problem Solving Ability of Prospective Mathematics Teachers through Hypermedia Augmented Reality

This study aims to evaluate the effectiveness of augmented reality (AR)-based hypermedia in increasing self-efficacy and problem-solving abilities of prospective math teachers. The research design used was quasi-experimental with two groups, namely the experimental group and the control group. The experimental group received an AR-based hypermedia intervention for 8 weeks, while the control group received no intervention. Data were collected through self-efficacy questionnaires and problem-solving ability tests before and after the intervention. The results showed that AR-based hypermedia was effective in increasing the self-efficacy and problem-solving ability of prospective math teachers. There were significant differences in average self-efficacy and problem-solving ability between the experimental group and the control group after the intervention. The conclusion of the study is that AR-based hypermedia can be a valuable tool for improving the self-efficacy and problem-solving abilities of aspiring math teachers

Investigation of Math Beliefs, Self-Efficacy and Prospective Math Teachers Conceptions

Investigation of Math Beliefs, Self-Efficacy and Prospective Math Teachers Conceptions

Teachers’ Perceived Barriers to Technology Integration during Online Learning

The COVID-19 pandemic has had a significant impact on education, forcing schools to close and move to remote learning. Prospective math teachers are particularly challenged by technology integration. This is because mathematics is a subject that is often taught in a traditional, lecture-based format. It can be challenging for prospective math teachers to find effective ways to use technology online to demonstrate teaching and learning mathematics. In this study, the researchers investigated the perceived barriers to technology integration experienced by prospective math teachers during emergency remote learning. This study used a descriptive correlational survey design given to fifty-one (51) respondents enrolled at Surigao del Norte State University (SNSU). Data analysis was performed using SPSS. Moreover, the researchers utilized descriptive statistics such as frequency distributions and measures of central tendency, and non-parametric tests such as Fisher’s exact tests to treat the data. The results showed that the respondents demonstrated moderately positive beliefs regarding the appropriateness of curriculum content for the technology used and the complementarity of technology and content in the course. Second, the respondents generally had a high level of commitment to attending synchronous online learning sessions. Third, gender, age, and income class do not play a significant role in determining respondents' perceived barriers to technology integration. Lastly, there was no significant relationship between respondents' perceived barriers to technology integration and their self-reported attendance (p = 0.099). However, the p-value was close to the conventional threshold for statistical significance (p 0.05), suggesting that there may be a weak association between these two variables.

Non-routine problem posing and prospective middle school mathematics teachers: an emotional perspective

Problem posing is an indispensable constituent of mathematical thinking, which makes it a requisite ability for students of all grades. Therefore, pre- and in-service teachers should carry out problem posing activities of high quality, and having them pose non-routine problems may be a good way to make this happen. In this context, this study intends to examine prospective middle-school math teachers’ performances and emotions in non-routine problem posing, as well as to investigate whether there is any relationship between these two variables. The study was carried out with 64 prospective teachers in the scope of an elective course about problem solving. Data sources were created problems and questionnaires collected from the participants. The former was used to evaluate success while the latter was employed for describing emotions. According to the results, the participants were moderately successful in designing non-routine problems. As for emotions, although the participants mostly acknowledged the merit of posing non-routine problems, they found it very demanding as well. Besides, the interplay between performance and emotions in non-routine problem posing was low. The results indicate that prospective teachers have the potential to generate non-routine problems, and are predominantly positive toward this skill.

Assistance in the Use of the Quizizz and Mentimeter Platforms to Improve the Competence of Mathematics Teachers in the City of Flores

The background to the implementation of the Community Service Program was the difficulties teachers and prospective math teachers in East Flores City had in designing and managing interactive learning online. So, the main purpose of this service is to increase the competence of teachers and prospective teachers according to the needs of the target community. The dedication stage consists of (1) the Preparation Stage; (2) the Implementation Stage, and; (3) the Practice, Monitoring, and Evaluation Stage. All stages of the service are carried out in the period 1-30 August 2021. The implementation stage of the service is carried out through the webinar method and the implementation of interactive learning designs using the Quizizz and Mentimeter platforms. The target community is 20 people. The Service Team consists of 3 students and one supervisor. One mathematics education expert from Ahmad Dahlan University (UAD) was involved in the implementation stage. Based on the Practice, Monitoring, and Evaluation Stages, it is known that all participants have implemented the webinar material, and more than 85% of participants stated that this service program was very useful and increased competency in designing and managing interactive learning online. Thus it can be concluded that the implementation of community service has achieved the stated goals.

INVESTIGATING PROSPECTIVE TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING IN QUADRILATERAL OF SKILL DIFFERENCES

Mathematical knowledge for teaching (MKT) is one of the factors that affect the competence of prospective teachers in learning. This study aims to describe the MKT of prospective teachers in terms of differences in ability levels in the scope of quadrilateral. The MKT studied in this study includes common content knowledge, and knowledge of the mathematical horizon. The research subjects consisted of three prospective math teachers, namely high-skill, intermediate-skill and low-skill. This research is qualitative research using vignettes. Data in this study was collected through vignettes and interviews. Validity of data using time triangulation. The results of this study showed that the ability of prospective teachers of intermediate-skilled and low-skill teachers still have difficulty regarding quadrilateral convex and quadrilateral concaves and still have difficulty understanding the relationships of squares, rectangles, rhombus and parallelogram. The MKT of intermediate and low-skill subjects of being produced is still limited compared to high-skill subjects. This difference occurs because it has not been able to eliminate the rectangular prototype image. To develop their abilities, prospective teachers need to be equipped with quadrilateral exploration tasks in education and training.

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

The pandemic situation forces us to use technology in learning. Likewise, prospective teachers who do field practice must prepare themselves to learn to use technology. So to overcome this, research was conducted to determine the validity, practicality, and responses of prospective teachers to the Computational Thinking (CT) based teaching practice model for mathematics teachers. This study uses Research and Development (R&D) with the ADDIE model, questionnaire validation, practicality questionnaire and teacher candidate response questionnaire used in the study. The results showed that the design of teaching practice based on the CT approach was very feasible to use, marked by the results of validation, practicality and positive responses from prospective teachers to the practice model used, as well as an increase in creativity of teaching practice. We recommend a CT-based teaching practice model using Ed-Tech on a hybrid learning system. This research is still limited to the mathematics department and for future researchers to carry out this practice in other majors in the university environment.

The Influence of Cognitive and Affective Factors on the Performance of Prospective Mathematics Teachers

<p style="text-align: justify;">This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.</p>

IMPACT OF EXPERIENCING EVENT DESIGN WITH WEB 2.0 TOOLS ON PROSPECTIVE MATHEMATICS TEACHERS

In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales “Technological Pedagogical Content Knowledge”, “Self-Sufficiency for Web 2.0 Rapid Content Development” and “Attitude to Teaching Technologies”. Qualitative data was collected using an interview form. Within the scope of the distance education and “Teaching numbers” course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers’ self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the “Attitude towards Teaching Technologies” scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology. Keywords: mathematics education, teaching numbers, distance education, teaching technology, web 2.0 tools.

PROSES INTEGRASI NILAI SIKAP TERHADAP KETERAMPILAN MAHASISWA SEBAGAI CALON GURU

This study focused on seeing the character of attitudes and skills for students of mathematics education program, the University of Flores as a prospective math teacher. The purpose of this research is to know the influence of attitudes on the skills of prospective teachers. The research conducted is descriptive quantitative research, with the second-semester student population taking curriculum study courses. The data was taken using simple random sampling techniques, instruments and research data collection techniques used are observation sheets, interviews, and questionnaires of the process of integration of attitudes and skills in mathematical learning. Test validity and reliability using Product Moment correlation, the data will be analyzed using descriptive analysis techniques. The result of the research is that there is an influence on the skills of students as prospective teachers of the second semester of the University Mathematics education study program known t count value of 6,866. because the calculated t value is obtained greater than table t 2,063 so it can be concluded that H0 is rejected and Ha is accepted, which means that there is an influence of attitude (X) on student skills (Y). Judging from the significance value (sig) of 0.000 less than < probability of 0.05 so it can be concluded that H0 is rejected and Ha accepted, which means there is an influence of attitude (X) on student skills (Y).

Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”

Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student teaching. Guided by the framework of sensemaking, individual interviews, teaching artifacts, and written reflections for four teachers were analyzed to identify moments of dissonance that pushed participants to reach new understandings about the learning and teaching of math. Findings indicated that learning to teach math through the lens of STEM shifted pre-service teachers’ instructional emphasis in two ways: 1) figuring out math vs. learning about math; and 2) teaching math through authentic STEM contexts as opposed to focusing purely on mathematics. However, experiences in student teaching can either enhance or stifle these gains. Findings suggest the role of teacher education in promoting STEM education by shifting prospective teachers’ mindsets about mathematics and teaching.

The mathematics anxiety: Do prospective math teachers also experience it?

Many events illustrate how students who have high mathematical abilities but become unable to solve a mathematical problem due to high mathematics anxiety. So, what about prospective math teachers who work and study mathematics every day, whether they also experience mathematics anxiety? We described the mathematics anxiety of prospective math teachers, examined the effect on mathematics performance, and investigated the differences between mathematics anxiety levels based on gender, year of study, and reasons for choosing a college in mathematics education. The subjects were 148 prospective math teachers. We used the correlation test and alpha Cronbach to test the instrument’s reliability and validity, the regression test to see the effect of mathematics anxiety on mathematics performance, and the t-test and MANOVA to analyze the differences level of mathematics anxiety type for each group. We obtained that the mathematics anxiety level of prospective math teachers was relatively high and had a significant adverse effect on mathematics performance. The mathematics anxiety level of male and female students was the same. The level of mathematics anxiety of first-year, second-year, and third-year students was also the same. The reasons of students chose the study programs did not provide different levels of mathematics anxiety.

The main ways of students’ activity assessment while training prospective Math teachers at a university

The authors of the paper pay attention to one of the mandatory structural components of the educational process control and evaluation of educational results. Each prospective teacher of Mathematics should know all types of students educational achievements control, as well as have an idea of how to evaluate their results and independently carry out this type of activity at the stage of University training. Systematic work on this professional competence development is organized within the real educational process while studying methodical courses and during practical training. An important component of the professional competence of a future Mathematics teacher is considered to be first of all the ability to hear and understand the interlocutor, to establish the degree of his/her statements and actions compliance with the existing standards, to identify the level of mathematical training in general and within a specific section, to plan work on correcting noted errors and their prevention in the future. It is these areas of control and evaluation activities development of a Mathematics teacher the authors pay attention to in this paper.

Effects of Geogebra supported micro teaching applications and technological pedagogical content knowledge (TPACK) game practices on the TPACK levels of prospective teachers

The aim of this study is to investigate the effects of GeoGebra Supported Micro Teaching Applications and TPACK Game Practices on the TPACK efficacy and self-efficacy perception levels of the prospective math teachers on polygons. The study was carried out using 2 × 2 factorial design. The study group comprised 88 prospective math teachers. The prospective teachers were separated into 4 groups (G1, G2, G3, G4) randomly. Prospective teachers in G1 were participated in Micro Teaching Applications and Game- Based TPACK Activities, G2 participated in GeoGebra Supported Micro Teaching Applications, G3 group participated in Micro Teaching Applications and finally G4 group was participated in GeoGebra Supported Micro Teaching Applications and Game-Based TPACK Activities. The prospective teachers’ efficacy levels were determined by using lesson plan and participant form; TPACK self-efficacy perception levels were determined by using TPACK Scale for Geometry. It was determined all application processes increased prospective teachers’ TPACK efficacy and self-efficacy scores. The result of study showed that in terms of group variable there is a statistically significant difference between prospective teachers’ TCK and TPACK efficacy levels. The results for self-efficacy scores rejected the statiscally significant difference for post-test scores in terms of group variable for CK, PCK, TCK and TPACK.

The Influence of Cognitive Style on Mathematical Communication of Prospective Math Teachers in Solving Problems

Communication is important to connect with others. It is one of the important aspects that must be mastered by the prospective math teacher as a tool of knowledge transfer. They are expected to have good mathematical communication skills to facilitate them in the mathematics learning process. Problem-solving in learning mathematics is something that cannot be ignored. Through problem-solving, students can have a better understanding of concepts because through mathematical problem solving, and students are required to be more active in using the concepts they have in a variety of new situations encountered. FD/FI cognitive style is the extent to which a person perceives parts of a field discrete from the surroundings rather than embedded in it as a whole. Based on differences from cognitive style, it certainly affects the way of communication, especially mathematical communication. So, the aim of this research was exploration the mathematical communication of prospective math teacher in solving problem viewed from FI/FD cognitive style. This type of research was descriptive research with a qualitative approach. The subjects of this research were 86 prospective math teachers. Data were collected through tests, assignments, and task-based interviews. The results of this study indicated that mathematical communication from FD and FI students were not different when solving routine problems, but were different when solving non-routine problems, which require strategy and decision making. FD students had difficulty communicating their strategies clearly and coherently. Meanwhile, FI students explained the strategies they used in more detail.

The Model of Visual Thinking of Prospective Math Teacher in Understanding the Formal Definition of Convergent Sequences Based on Gender Differences

The model of visual thinking is interesting to learn because the concepts are organized based on the meaning of forming mental imagery in the mind. Thinking by using mental imagery (visual information) is called visual thinking. This paper discusses the model of visual thinking of prospective mathematics teachers in understanding formal definition of convergent sequences based on gender differences as a result of descriptive-explorative research with a qualitative approach. The visual thinking activities of male and female students are found around three aspects: bringing up mental imagery, processing mental imagery (determining mental imagery, improving mental imagery), and utilizing mental imagery. To bring up mental imagery, the mind summons mental imagery or makes mental imagery. To determine mental imagery, the mind collects mental imagery and selects mental imagery. To improve mental imagery, the mind justifies mental imagery or completes mental imagery. To utilize mental imagery, the mind uses mental imagery or represents mental imagery. Processing mental imagery has done according to the needs and purpose of the activity in understanding the formal definition of the convergent sequence.

PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH

<p>Prospective math teachers should be able to master basic skills in doing math problems. One of the skills in doing mathematics is the ability to solve math problems. However, in fact students of Mathematics Education Study Program of Pekalongan University Semester 4 as math teacher candidate is still lacking in problem solving ability. Besides iu, teaching materials that contain mathematical problem solving strategies are also not available so in learning the problem-solving ability is still lacking.</p><p>In this study developed a problem-based mathematics learning module in which contains problem-solving strategies. This research aims to: 1) acquire and describe modules that fit the needs of the 4th semester students of Mathematics Education, 2) produce mathematical problem solving modules, 3) produce appropriate problem-based math learning modules and 4) produce effective modules to improve capability mathematical problem solving on semester 4 students. This development research using the development model Thiagarajan et al. The steps undertaken in this research and development are defining, designing and developing.</p><p>Based on the result of the research, the description and design of the module according to the problems of the students of Mathematics semester 4. Meanwhile, the total aspect of all validator is 4.175. According to the validation criteria makka can be concluded that the developed learning module included in the category valid. This means that the developed learning media is valid. Meanwhile, based on the test in the afternoon class, obtained some input which is then refined to then be used in trials in the morning class students. Based on pre test and post test results, both data were analyzed using wilcoxon test yielding Z<em><sub>obs</sub></em> of -3.399. Based on the right-side test criteria, the result of the decision is that the average post test score is higher than the average pre test value. This means that the modules are developed effectively for use in Mathematics Education students semester 4.</p>

Prospective teachers’ mathematical resilience after participating in Problem-based Learning

The main goal of this study is to improve mathematical resilience of prospective math teachers through the implementation of Problem-based Learning. This study is a quasi-experimental using non-random of pretest and posttest control design. 57 prospective math teachers from Universitas PGRI Semarang are taken as the sample of this study. The data needed to achieve the goal of this study are taken from documentation, observation, interviews, students’ worksheets, and pre and post responses. The results of the analysis show that mathematical resilience in prior knowledge of mathematical category of high, medium and low of the students who experienced study using Problem-based Learning and overall is improved. This students’ mathematical resilience improvement belongs to low category. This study can be taken as consideration for another researchers for doing further research which is in the same vein as this study.