How Pre-Service Elementary Teachers Deal with Mathematical Literacy Problems? A Case Study

Abstract

Pre-service elementary teachers (PSETs) must understand in-depth mathematical concepts and procedures. Still, they must also improve their mathematical ability and skills in solving mathematical problems and applying them in all aspects of life. Such mathematical capacity is known as mathematical literacy. This study aimed to describe the mathematical ability of PSETs in solving mathematical literacy problems. The mathematisation process carried out by PSETs is the main focus that will be observed and explored. Some Errors and obstacles PSETs face in struggling to solve mathematical literacy problems are also described. This study is expected to make a valuable contribution to designing learning or other professional development programs for PSETs related to mathematical literacy. The qualitative method with a case study design was used in this research. Data were collected using tests (the sequences of PISA and PISA-like problems in moderate and most difficult levels) and interviews from 77 PESTs of the primary teacher education program at a private university in Banda Aceh. The results showed that the ability of PSETs in solving mathematical literacy problems was still low. Most of them are still very constrained in formulating real-life problems into mathematics. However, the lack of knowledge of related mathematics topics also needs to be considered.

Project-based Learning Design: Developing Maritime Context-based Tasks in English for Mathematics Course

“…The same problem indeed is reported by PISA results of Indonesian students' low performance on math tests. In addition, many studies examine Indonesia problems are students' difficulties at the early stages of solving a context-based task: comprehending the task and transforming it into a mathematical problem [21], because of a lack of training on PISA questions with HOTS [22], and even happened to pre-service teachers who are still struggling with mathematical literacy problems [23].…”

Analisis Pengetahuan Konseptual dan Prosedural Mahasiswa Calon Guru Sekolah Dasar Pada Bilangan Rasional

“…Selain itu, terbatasnya pemahaman konsep dan operasi bilangan rasional juga mengakibatkan siswa tidak mampu menyelesaikan masalah matematis yang melibatkan pemahaman bilangan rasional (Obersteiner et al, 2019;Rohmah, 2019;Ulfa et al, 2021). Kondisi tersebut akhirnya berdampak pada upaya pengembangan sejumlah © 2022 JNPM (Jurnal Nasional Pendidikan Matematika) p-ISSN 2549-8495, e-ISSN 2549 kemampuan dan ketrampilan matematis lainnya seperti problem solving, komunikasi matematis, literasi matematis, dan lainnya (Novita et al, 2022).…”

“…Kondisi ini didukung oleh sejumlah literature yang menunjukkan bahwa pengetahuan matematika guru memiliki kontribusi tinggi dalam pencapaian prestasi matematika siswa (Adeniyi et al, 2014;Ayebale et al, 2020;Hill et al, 2005). Oleh karena itu, pemahaman yang baik terhadap pengetahuan konseptual dan prosedural matematika sangat penting dimiliki oleh mahasiswa calon guru SD dalam mengajar matematika (Fuentes et al, 2014;Schoenfeld, 2002;Shulman, 1986), dan berdampak pada upaya peningkatan profesionalitas serta pengembangan sejumlah kemampuan dan ketrampilan matematis lainnya seperti problem solving, komunikasi matematis, dan literasi matematis (Novita et al, 2022).…”