Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology

Abstract

The purpose of this study is to investigate the opinions and evaluations of pre-service mathematics and pre-service primary school teachers regarding the concrete models of their design during the COVID-19 Pandemic in the context of positive psychology. In this study, a mixed research method, in which quantitative and qualitative research methods are used together was used. The participant group of the study consists of 441 pre-service mathematics and pre-service primary school teachers studying at universities. For the conduct of the qualitative research, 44 pre-service teachers were selected using the purposive sampling method. “Mathematics Teaching Practices Enriched with Concrete Models Perception Scale” developed by the researchers was used to collect the quantitative data to reveal the opinions of teachers regarding mathematics teaching practices enriched with concrete models. In this study, open-ended questions were used to obtain qualitative data, and the data were evaluated with content analysis. According to the results of the study, it was determined that the majority of the pre-service teachers had positive perceptions of concrete models. Pre-service teachers argued that they would use concrete models in their professional lives and that these models were indispensable for mathematics education. In addition, advantages and disadvantages for mathematics educators regarding the use of concrete models are presented.

Pengaruh media pembelajaran benda nyata terhadap pemahaman konsep bangun ruang

“…Penggunaan benda nyata sebagai media pembelajaran bangun ruang memiliki kelebihan yaitu memberi rangsangan kepada siswa terhadap objek yang dipelajari sehingga membuat siswa lebih termotivasi dengan suasana belajar lebih nyata dan menyenangkan. Siswa lebih mudah mengikuti proses pembelajaran karena siswa terbantu untuk memahami konsep bangun ruang yang diajarkan dengan menghadirkan secara langsung contoh dari bangun ruang itu sendiri (Cumhur et al, 2022).…”

Understanding multiplication concept: Exploring PMRI-enhanced thematic learning using traditional games for primary teachers

“…Mathematics learning that is integrated with other subjects using a particular theme in thematic learning is expected to be able to foster the meaningfulness of concepts and enhance students' interest in learning mathematics (Haji, 2009). In addition, presenting mathematics learning that is enjoyable and meaningful can also be done through the involvement of contextual situations (van den Heuvel-Panhuizen, 2003) as well as the use of concrete objects or context that is close to the students' daily lives (Cumhur et al, 2022;Laurens et al, 2017;Saraswati & Dewantara, 2020). The Indonesian Realistic Mathematics Education (PMRI) is a mathematics learning approach containing such ideas.…”