In Indonesia, Covid-19 pandemic has brought unprecedented disruption in the education sector. This paper examines the responses of 415 Indonesian Mathematics Teachers' towards the implementation of distance learning during Covid-19 pandemic. It identifies online learning platforms used, type of online learning that dominates their learning, and learning approach implemented during the distance learning. Data collected through an online survey showed that 9.9% of the respondents unable to facilitate distance learning during this pandemic. Regarding the learning platforms used in distance learning, the data showed that the average of the number of online learning platforms used by teachers in Java, the most developed island of Indonesia, is approximately only three types of online learning platforms. The majority of teachers who facilitate remote learning used Whatsapp as their online learning platforms. The main reasons for using online learning platforms were the teachers can operate the platforms well and the applications are practical and simple for teachers and students. In terms of the type of online learning mode, teachers tended to use asynchronous learning. Furthermore, based on learning activities that dominate distance learning practices, it is shown that the majority of the teachers tended to use teacher-centered learning during the early pandemic.

Mathematics learning should be designed to develop students’ higher order thinking skills. A deeper understanding of higher-order thinking will support teachers to be able to design mathematics learning that promotes students’ higher-order thinking skills. The purposes of this research are to describe pre-service mathematics teachers’ knowledge about Higher Order Thinking Skills (HOTS) and their ability in designing HOTS-based problem. The research participants are 9 pre-service mathematics teachers joining profession education for pre-service teachers at Sanata Dharma University. Data sources in this research include a written test about teachers’ understanding of HOTS and a written test about teachers’ ability to design HOTS-based problem. The analysis of data involved Miles & Huberman model. Qualitative results showed that pre-service mathematics teachers were not able to associate the cognitive demands of HOTS-based problem with the dimension of cognitive processes of Bloom’s Revised Taxonomy. Besides, almost all the pre-service teachers were not able to design a non-routine problem, they tended to design a familiar application problem that requires students to memorize facts, concepts, or procedures that have been done before and apply them to the context. Based on the results, can be concluded that pre-service teachers’ knowledge about HOTS and their ability to design HOTS-based problem are very low.

The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early Covid-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early Covid-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early Covid-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers’ pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.

Many research revealed that teachers or pre-service teachers still misunderstand about higher-order thinking skills (HOTS) and it impacts their ability in designing learning activities that support students’ HOTS. Considering this fact, this research aims to design a teaching and learning trajectory that can support pre-service mathematics teachers to conduct higher-order thinking oriented learning in a microteaching course. This research used design research method as an appropriate means to achieve the research aim. This article presents a hypothetical learning trajectory in microteaching course aiming to support pre-service mathematics teachers to conduct higher-order thinking oriented learning.

Abstrak: Perhatian untuk mengintegrasikan etnomatematika dan teknologi software matematika dalam pembelajaran telah memberikan transformasi besar dalam lanskap pendidikan matematika. Integrasi tersebut terbukti memberikan dampak yang besar terhadap kemampuan matematis siswa. Namun kenyataannya para guru matematika di Kecamatan Langke Rembong Manggarai NTT Indonesia belum memiliki ketrampilan yang memadai dalam mengitegrasikan etnomatematika dan teknologi software matematika seperti geogebra dalam pembelajaran. Oleh karena itu, tujuan dilaksanakannya kegiatan pengabdian ini adalah untuk meningkatkan softskill dan hardskill para guru matematika terkait pengembangan bahan ajar terintegrasi etnomatematika berbantu geogebra, serta memberikan pelatihan dalam mengembangkan lembar kerja siswa berbasis geobera. Metode pelaksanaan kegiatan adalah dalam bentuk workshop dengan mengunakan pendekatan synchronous dan asynchronous. Evaluasi dan monitoring melalui Learning Management System (LMS) selama enam pertemuan. Hasil kegiatan ini memberikan peluang kepada para guru untuk mengintegrasikan etnomatematika dan teknologi ke dalam kelas sehingga berkontribusi pada peningkatan kemampuan matematis siswa.Abstract: The attention to integrating ethnomathematics and mathematics software technology in learning has provided a major transformation in the landscape of mathematics education. This integration is proven to have a big impact on students' mathematical abilities. However, the reality is that mathematics teachers in Langke Rembong Manggarai District, NTT Indonesia, do not yet have adequate skills in integrating ethnomathematics and mathematics software technology such as GeoGebra in learning. Therefore, the purpose of this service activity is to improve the soft skills and hard skills of mathematics teachers related to the development of GeoGebra-assisted integrated teaching materials, as well as to provide training in developing GeoGebra-based student worksheets. The method of implementing the activities is a workshop using a synchronous and asynchronous approach. Evaluation and monitoring through the Learning Management System (LMS) for six meetings. The results of this activity provide opportunities for teachers to integrate ethnomathematics and technology into the classroom so as to contribute to improving students' mathematical abilities.