Potential characteristics that relate to teachers mathematics-related beliefs

Purnomo, Yoppy Wahyu; Aziz, Tian Abdul; Pramudiani, Puri; Darwis, Sutawanir; Suryadi, Didi

doi:10.1088/1742-6596/948/1/012062

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…Meskipun demikian, keyakinan epistemologis dan belajar mengajar keyakinan akan matematika sudah mulai mendapat perhatian dari peneliti di Indonesia (Purnomo, 2017;Purnomo et al, 2018;Purnomo et al, 2016;Siswono et al, 2016Siswono et al, , 2017Yuli et al, 2019). Penelitian melaporkan bahwa keyakinan guru akan pengetahuan memiliki hubungan yang kuat dengan keyakinannya akan pemecahan masalah (Siswono et al, 2016(Siswono et al, , 2017.…”

Section: Keyakinanunclassified

Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar

2020

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Keyakinan epistemologis guru terhadap matematika akan mempengaruhi keyakinannya dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui keyakinan epistemologis, keyakinan belajar-mengajar matematika serta hubungan keduanya pada calon guru matematika sekolah dasar. Kami menggunakan metode penelitian kuantitatif dengan menggunakan survei, yang dilakukan kepada 71 orang mahasiswa calon guru sekolah dasar. Hasil penelitian dipaparkan menjadi dua bagian. Hasil pada bagian pertama yaitu deskripsi keyakinan epistemologis akan matematika dan keyakinan akan belajar- mengajar matematika dari calon guru sekolah dasar, menunjukkan bahwa calon guru sekolah dasar lebih cenderung menyakinan matematika adalah pengetahuan statis. Hasil bagian kedua yaitu analisis korelasi antar keyakinan epistemologis akan matematika dengan keyakinan akan belajar-mengajar matematika, menunjukkan bahwa calon guru sekolah dasar cenderung memegang kedua keyakinan epistemologi statis dan dinamis akan matematika. Penelitian ini memberikan implikasi praktis dalam pendidikan, khususnya pendidikan guru sekolah dasar. Temuan ini mengimplikasikan bahwa untuk mengubah praktik belajar-mengajar matematika, harus dimulai dengan menguji ataupun mengubah keyakinan calon guru sekolah dasar mengenai epistemologi matematika.

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Section: Keyakinanunclassified

Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar

2020

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“…However, only a relatively few reported findings which figure out how particular school grade level inform the unique characteristics of teachers' beliefs compared to another different grade level of teaching. One of such few discussion was reported by Purnomo et al (2018) through their study involving Indonesian teachers finding that there is no significant difference on beliefs held by teachers with different grade level taught in the same scope of school grade level, i.e. primary school.…”

Section: Introductionmentioning

confidence: 99%

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

Siswono

Kohar

Hartono

et al. 2019

iejee

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This paper reports a two-year research project studying Indonesian primary and secondary teachers' mathematics-related beliefs (MrB) and mathematical problem-solving knowledge for teaching (MPSKT). In the first year, a quantitative study involving 80 primary teachers, 70 lower secondary school, and 55 upper secondary schools from four districts in East Java province, Indonesia was carried out to examine whether there is a difference between the MrB and the MPSKT among them. In the second year, a multiple case study involving ten primary teachers and 13 lower secondary teachers was conducted to understand their MrB and MPSKT through some particular issues related to three domains of MrB: nature of mathematics, mathematics teaching, mathematics learning. Results indicate that there is no significant difference of MrB between primary and secondary teachers, while there is a significant difference between the MPSKT of primary teachers and secondary teacher. Findings also suggest that inconsistencies not only occur between the three domains of MrB but also occurs between particular issues discussed within one domain. Also, this study highlights that teacher beliefs about nature of mathematics were mainly influenced by teachers' experience when learning mathematics during their schooling experience while teacher beliefs about teaching and learning were mainly influenced by the demand of current reform of mathematics curriculum.

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“…The beliefs about the teaching and learning of mathematics pertain to the way through which mathematics is studied, concepts regarding the roles of teachers and students, activities, and the mental processes that take place (Ernest, 1989;Purnomo, 2017;Purnomo et al, 2018;Purnomo et al, 2016;Yuli et al, 2019). Various categorization systems have been used to map out mathematics teaching and learning (Beswick, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

Tamba

Cendana

2021

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<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

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Potential characteristics that relate to teachers mathematics-related beliefs

Cited by 5 publications

References 8 publications

Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar

Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar

Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers

The relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

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