INDONESIAN MATHEMATICS TEACHERS’ KNOWLEDGE OF CONTENT AND STUDENTS OF AREA AND PERIMETER OF RECTANGLE

Wahid Yunianto, Rully Charitas Indra Prahmana, Cosette Crisan

Abstract


Measuring teachers' skills and competencies is necessary to ensure teacher quality and contribute to education quality. Research has shown teachers competencies and skills influence students’ performances. Previous studies explored teachers’ knowledge through testing. Teachers' knowledge of the topic of area-perimeter and teaching strategies has been assessed through testing. In general, items or tasks to assess mathematics teacher knowledge in the previous studies were dominated by subject matter knowledge problems. Thus, it seems that the assessment has not fully covered the full range of teacher knowledge and competencies. In this study, the researchers investigated mathematics teachers’ Knowledge of Content and Students (KCS) through lesson plans developed by the teachers. To accommodate the gap in the previous studies, this study focuses on KCS on the topic of area-perimeter through their designed lesson plans. Twenty-nine mathematics teachers attended a professional development activity voluntarily participated in this study. Two teachers were selected to be the focus of this case study. Content analysis of the lesson plan and semi-structured interviews were conducted, and then data were analyzed. It revealed that the participating teachers were challenged when making predictions of students' possible responses. They seemed unaware of the ordinary students' strategies used to solve maximizing area from a given perimeter. With limited knowledge of students' possible strategies and mistakes, these teachers were poorly prepared to support student learning.

 


Keywords


Knowledge of Content and Students; Mathematics Teacher; Area and Perimeter; Teachers’ Skills and Competencies

Full Text:

PDF

References


An, S., Kulm, G., & Wu, Z. (2004). The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172. https://doi.org/10.1023/b:jmte.0000021943.35739.1c

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554

Baturo, A., & Nason, R. (1996). Student teachers’ subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31, 235-268. https://doi.org/10.1007/BF00376322

Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project (pp. 25-48). Boston: Springer. https://doi.org/10.1007/978-1-4614-5149-5_2

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., … Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157

Borko, H., Livingston, C., & Shavelson, R. J. (1990). Teachers’ Thinking About Instruction. Remedial and Special Education, 11(6), 40-49. https://doi.org/10.1177/074193259001100609

Burns, R. B., & Lash, A. A. (1988). Nine Seventh-Grade Teachers’ Knowledge and Planning of Problem-Solving Instruction. The Elementary School Journal, 88(4), 369-386. https://doi.org/10.1086/461545

Butt, G. (2008). Lesson Planning 3rd Edition. London: Bloomsbury Publishing.

Carle, S. M. (1993). Student held misconceptions regarding area and perimeter of rectangles. Critical and Creative Thinking Capstones Collection, 46. http://scholarworks.umb.edu/cct_capstone/46

Cavanagh, M. (2007). Year 7 students’ understanding of area measurement. In K. Milton, H. Reeves, & T. Spencer (Eds.), Annual Conference of the Mathematics Education Research Group of Australasia (pp. 136–143). Adelaide: Australian Association of Mathematics Teachers.

Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought process. Handbook of research on teaching. New York: MacMillan

Clarke, D., Clarke, D., Roche, A., & Chan, M. C. E. (2015). Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons. Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 165-172). Sunshine Coast: MERGA

Denscombe, M. (2010). The Good Research Guide For Small Scale Research Projects. Berkshire: Open University Press.

Fauskanger, J. (2015). Challenges in measuring teachers’ knowledge. Educational Studies in Mathematics, 90, 57-73. https://doi.org/10.1007/s10649-015-9612-4

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400. https://www.jstor.org/stable/pdf/40539304

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371

John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498. https://doi.org/10.1080/00220270500363620

Jones, K., & Edwards, R. (2010). Planning for mathematics learning. In Learning to Teach Mathematics in the Secondary School: A Companion to School Experience: 3rd Edition (pp. 79–100). London: Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203844120

Korkmaz, H. I., & ?ahin, Ö. (2019). Preservice Preschool Teachers’ Pedagogical Content Knowledge on Geometric Shapes in Terms of Children’s Mistakes. Journal of Research in Childhood Education, 34(3), 385-405. https://doi.org/10.1080/02568543.2019.1701150

Kow, K., & Yeo, J. (2008). Teaching Area and Perimeter: Mathematics-Pedagogical-Content Knowledge-in-Action. Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia.

Kristanto, Y. D., Panuluh, A. H., & Atmajati, E. D. (2020). Development and validation of a test instrument to measure pre-service mathematics teachers’ content knowledge and pedagogical content knowledge. Journal of Physics: Conference Series, 1470(1), 012008. https://doi.org/10.1088/1742-6596/1470/1/012008

Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. International Electronic Journal of Mathematics Education, 13(2), 75-90. https://doi.org/10.12973/iejme/2698

Nakahara, T., & Koyama, M. (2000). Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME)(24th, Hiroshima, Japan, July 23-27, 2000), Volume 1.

Özerem, A. (2012). Misconceptions In Geometry And Suggested Solutions For Seventh Grade Students. Procedia - Social and Behavioral Sciences, 55, 720-729. https://doi.org/10.1016/j.sbspro.2012.09.557

Superfine, A. M. C. (2008). Planning for Mathematics Instruction: A Model of Experienced Teachers’ Planning Processes in the Context of a Reform Mathematics Curriculum. The Mathematics Educator, 18(2), 11-22. https://ojs01.galib.uga.edu/tme/article/view/1925/1830

Setyaningrum, W., Mahmudi, A., & Murdanu. (2018). Pedagogical Content Knowledge of Mathematics Pre-service Teachers: Do they know their students? Journal of Physics: Conference Series, 1097(1), 012098. https://doi.org/10.1088/1742-6596/1097/1/012098

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

Simon, M. A. (1995). Reconstructing Mathematics Pedagogy from a Constructivist Perspective. Journal for Research in Mathematics Education, 26(2), 114-145. https://doi.org/10.2307/749205

Tatto, M. T., Peck, R., Schwille, J., Bankov, K., Senk, S. L., Rodriguez, M., … Rowley, G. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M-M). Amsterdam: International Association for the Evaluation of Educational Achievement.

Turnuklu, E., & Yesildere, S. (2007). The Pedagogical Content Knowledge in Mathematics: Pre-Service Primary Mathematics Teachers’ Perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1-13.

Ünver, S. K., Özgür, Z., & Güzel, E. B. (2020). Investigating Preservice Mathematics Teachers’ Pedagogical Content Knowledge through Microteaching. REDIMAT-Journal of Research in Mathematics Education, 9(1), 62–87. http://dx.doi.org/10.17583/redimat.2020.3353

Watson, A., Jones, K., & Pratt, D. (2013). Key Ideas in Teaching Mathematics: Research-based Guidance for Ages 9-19 (1st ed.). Oxford: Oxford University Press.

White, A. L., Jaworski, B., Agudelo-Valderrama, C., & Gooya, Z. (2012). Teachers learning from teachers. In Third International Handbook of Mathematics Education (pp. 393-430). New York: Springer. https://doi.org/10.1007/978-1-4614-4684-2_13

Widodo, & Tamimudin, M. (2014). Three Training Strategies for Improving Mathematics Teacher Competences in Indonesia. Electronic Proceedings of the 19th Asian Technology Conference in Mathematics. Yogyakarta: Mathematics and Technology, LLC. Retrieved from http://atcm.mathandtech.org/EP2014/index.html

Yeo, K. K. Y. (2008). Teaching Area and Perimeter: Mathematics-Pedagogical-Content Knowledge-in-Action. Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 621-627). Brisbane: The University of Queensland. Retrieved from https://repository.nie.edu.sg/bitstream/10497/14397/1/MERGA-2008-621-YeoKK_a.pdf

Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks: SAGE Publications.

Yunianto, W. (2015). Supporting Students’ Understanding of Area Measurement Through Verknippen Applet. Southeast Asian Mathematics Education Journal, 5(1), 73-82. https://doi.org/10.46517/seamej.v5i1.34

Zacahros, K., & Chassapis, D. (2012). Teaching suggestions for the measurement of area in Elementary School. Measurement tools and measurement strategies. Review of Science, Mathematics and ICT Education, 6(2), 41–62. https://doi.org/10.26220/rev.1627




DOI: https://doi.org/10.22342/jme.12.2.13537.223-238

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: jme@unsri.ac.id

p-ISSN: 2087-8885 | e-ISSN: 2407-0610
Journal on Mathematics Education is licensed under a Creative Commons Attribution 4.0 International License

View My Stats