Designing hypothetical learning trajectory in supporting pre-service mathematics teachers to conduct higher-order thinking oriented learning in microteaching course

Abstract

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.

Mathematics and higher-order thinking in early childhood education and care (ECEC)

“…Research shows an association between the development of higher-order thinking skills and mathematics (Apriani & Rianasari, 2020;Richland & Begolli, 2016;Tanujaya et al, 2017), and the relationship between the two seems to be reciprocal. Mathematics as content may improve higher-order thinking skills (Hobri et al, 2018), and mathematical skills may also be enhanced through the promotion of higher-order thinking skills (Pratama & Retnawati, 2018;Tajudin & Chinnappan, 2016).…”