Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Geometry and Measurement

Browning, Christine; Edson, Alden J.; Kimani, Patrick; Aslan-Tutak, Fatma

doi:10.54870/1551-3440.1306

Cited by 24 publications

(9 citation statements)

References 28 publications

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“…If this problem is not a solution, it can make the ability and understanding of geometry in mathematics education students of Riau Islamic University low quality. This definition is in line with several studies related to the low readiness of mathematics education students in mastering geometry (Browning et al, 2014;Robichaux-Davis & Guarino, 2016;Shaame et al, 2020). Therefore, the problem of learning difficulties in geometry courses in the mathematics education study program is urgent.…”

Section: Introductionsupporting

confidence: 68%

Profile of Students’ Difficulties to Learn Geometry of Mathematics Education Study Program

Abdurrahman

Nofriyandi

2022

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This study describes mathematics education students' learning difficulties of Mathematics Education Study Program students at Riau Islamic university in Riau Province. This research is mixed-method research. The population in this study were students of Mathematics education at the Islamic University of Riau. The sampling technique uses a purposive approach by taking all active students and have studied geometry. The data collection instrument in this study used a questionnaire and interview guidelines. Data analysis used quantitative descriptive and qualitative descriptive. The analysis results show that 55.7% have difficulty remembering the concepts that have been studied (postulates, theorems, definitions, principles, procedures/operations, facts). 41% of students have difficulty understanding any geometry lecture material. 38.5% of students cannot understand the intent or problem in the given geometry problem. 54.9% of students cannot apply postulates/theorems/solve geometry problems. 41.8% of students cannot determine and sequence the steps in solving geometry problems. 36.9% of students cannot carry out a sequential, correct, and complete calculation process in solving geometry problems. There are 41% of students of the Mathematics Education Study Program at the Islamic University of Riau who are less able to be thorough and careful in solving geometry problems

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Section: Introductionsupporting

confidence: 68%

Profile of Students’ Difficulties to Learn Geometry of Mathematics Education Study Program

Abdurrahman

Nofriyandi

2022

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“…Our review of relevant studies led to several findings. First, existing studies generally focused on preservice teachers' GCK with the finding that their overall understanding of geometric concepts is limited and weak (Browning et al, 2014;Fujita, 2012;Menon, 1998;Pickreign, 2007;Reinke, 1997). For example, Fujita (2012) examined pre-service teachers' understanding of quadrilaterals using a questionnaire focused on inclusion relations of quadrilaterals.…”

Section: Literature Reviewmentioning

confidence: 99%

“…One of the reasons for student underachievement in geometry and measurement may be inappropriate teacher preparation for teaching these topics (Bleeker et al, 2013;Browning et al, 2014;Sandt & Nieuwoudt, 2003;Steele, 2013). Thus, more attention needs to be paid to pre-service elementary teachers' geometry knowledge for teaching, considering the critical role of elementary teachers in supporting younger students to build sound foundations of geometry concepts and significantly influencing their geometric reasoning development later in middle school (Carroll, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…There are research studies on pre-service elementary teachers' geometry knowledge for teaching. However, existing studies mainly investigated their geometry content knowledge (Browning et al, 2014;Fujita, 2012;Menon, 1998;Pickreign, 2007;Reinke, 1997). In addition, studies that measured pre-service elementary teachers' both geometry content and pedagogical content knowledge comprehensively and reliably are relatively limited (Livy & Downton, 2018;Martinovic & Manizade, 2018;Robichaux-Davis & Guarino, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Measuring pre-service elementary teachers’ geometry knowledge for teaching 2-dimensional shapes

Wang²,

Flores³

et al. 2022

EURASIA J Math Sci Tech Ed

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This paper reports our efforts to develop a measure of pre-service elementary teachers' geometry knowledge for teaching 2-dimensional (2D) shapes and to evaluate the psychometric properties of this measure. Specifically, the GKT-2D scale was designed to assess pre-service elementary teachers' geometry content knowledge, knowledge of geometry and students, knowledge of geometry and teaching in relation to 2D shapes, based on the van Hiele theory and mathematical knowledge for teaching framework. Using 307 pre-service elementary teachers' responses on the instrument, we examined item-and scale-level reliability and hypothesized factor structure of the instrument. The results suggested that the GKT-2D scale is a reliable and valid measure of the three facets of pre-service elementary teachers' geometry knowledge for teaching 2D shapes, with some limitations further addressed. This paper offers directions for future research in evaluating content-specific knowledge for teaching mathematics to unpack the complex relationship between teacher knowledge, teaching quality, and student learning.

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“…[3]. Three-dimensional geometry learning should be carried out by carrying out manipulation activities of spatial objects or real objects (concrete experience), brainstorming (parable concepts) until finally students will have abstract knowledge about three-dimensional geometry [4] or in other words linking learning to everyday life. But in reality, teachers teach Three-Dimensional material using conventional learning accompanied by assignments.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Lesson Study for Learning Community (LSLC) and PMRI in Three-Dimensional Learning at A State Secondary School in South Sumatera

Rusiyanti¹,

Putri²,

Zulkardi³

2022

Advances in Social Science, Education and Humanities Research

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Lesson Study for Learning Community (LSLC) is one of the efforts that can be done to improve teacher learning abilities. LSLC is an activity that can solve problems faced by teachers by applying various methods or appropriate learning strategies according to the demands of the 2013 curriculum and 21st century skills. PMRI of Indonesian Realistic Mathematics Education is a learning approach that is associated with real things or real situations that have been experienced by students so that the role of PMRI strongly supports the implementation of LSLC. The method used is descriptive qualitative research. While data collection is done by observation, documentation, field notes, and lesson plan and students' worksheet. This research was conducted on eleventh grade students at a state secondary school in South Sumatra Indonesia with the subject matter of three dimensions. There are four stages of LSLC; Plan, Do, See, and Re-design, and the teacher designs the lesson plans and worksheets based on PMRI. The media used is student worksheet. The results of this study indicate that learning with the application of PMRI-based LSLC can help students understand the concept of three-dimensional material, can build good collegiality between mathematics teachers, can solve problems faced by teachers, implementation of learning is in favor of students, and teachers gain experience about learning with PMRI based LSLC.

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Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Geometry and Measurement

Cited by 24 publications

References 28 publications

Profile of Students’ Difficulties to Learn Geometry of Mathematics Education Study Program

Profile of Students’ Difficulties to Learn Geometry of Mathematics Education Study Program

Measuring pre-service elementary teachers’ geometry knowledge for teaching 2-dimensional shapes

Implementation of Lesson Study for Learning Community (LSLC) and PMRI in Three-Dimensional Learning at A State Secondary School in South Sumatera

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