Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

Siswono, Tatag Yuli Eko; Kohar, Ahmad Wachidul; Hartono, Sugi

doi:10.1088/1742-6596/812/1/012046

Cited by 20 publications

(31 citation statements)

References 8 publications

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“…Most teachers at the beginning of the instruction have not teach students to identify the topic objective (89.7%) and make predictions (46.6%). This condition reinforces data about teachers having weaknesses primarily on problem solving of the content knowledge [10]. The weakness is made possible because teachers are not skilled in assigning tasks to predict the completion or problem purpose.…”

Section: Resultssupporting

confidence: 75%

Encouraging Literacy in Mathematics Teaching and Learning: Junior High School Teachersr Perspectives

Lastiningsih¹,

Soedjarwo²,

Mutohir³

et al. 2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

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School literacy program (SLP) tries to nurture the attitude of noble character to children through reading activities, since such activities are believed to become a reflective, analytical, and critical skill leading to the development of other disciplines including mathematics. Consequently program literacy needs to be applied in classroom learning by mathematics teachers. Thus, the aims of this study is to explore teachers' perspectives toward the management of learning and teaching mathematics by involving literacy activities. Fifty-eight mathematics teachers at junior high school were invited to fill out a set of questionnaire consisting of 14 items related to literacy activities in teaching and learning mathematics. The teachers' responses on this set of items were then analyzed by studying the tendency of whether they get used to carry out the examined activities by the items or not based on each item frequency. Generally, results indicate that all the literacy activities within the set of items have already been carried out by teachers, although not all teachers have implement it in their teaching practices. All teachers admitted to have 15-minutes habituation of reading, ask students to pose questions which relates various learning resources being read. This situation picturing potential activities to develop teachers' professionalism in improving literacy.

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Section: Resultssupporting

confidence: 75%

Encouraging Literacy in Mathematics Teaching and Learning: Junior High School Teachersr Perspectives

Lastiningsih¹,

Soedjarwo²,

Mutohir³

et al. 2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

View full text Add to dashboard Cite

show abstract

“…Furthermore this discussion has reinforced the views of some previous researchers, for example (Amirali & Halai, 2010;Beswick, 2012;Ernest, 1989;Felbrich, Kaiser, & Schmotz, 2012;Muhtarom, Juniati, & Siswono, 2017a;Siswono, Kohar, & Hartono, 2017;Thompson, 1992). Instrumentalist beliefs believe that mathematics is a set of tools made of a set of facts, rules that are not interrelated but useful (Ernest, 1989); mathematics is such as the set of unrelated but useful rules and facts (Muhtarom, Juniati, & Siswono, 2017a).…”

Section: Pujiasih 'S Knowledge and Beliefs About Mathematicssupporting

confidence: 78%

“…Constructivists emphasize that the next steps and the minds of people are primarily based on their ideas that are previously built. Muhtarom, Juniati, & Siswono, (2017a) and Siswono, Kohar, & Hartono, (2017) have summarized the opinions of some researchers in categorizing beliefs, which are divided into instrumentalist, platonist and constructivist. In general, instrumentalist's beliefs view mathematics as a collection of facts, rules, and formulas used in solving problems.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teacher’s Beliefs and Knowledge about Mathematics

Muhtarom

Happy

Nursyahidah

et al. 2019

ajpm

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This research describes the knowledge and beliefs of pre-service teachers about mathematics. Data collection of this research using written test of 143 mathematics pre-service teachers who have taken six semesters at Universitas PGRI Semarang, and interviewing of three pre-service teachers who are not consistent between knowledge and belief. The data are presented in the form of descriptive quantitative and analyzed qualitatively, including data reduction, data display, and conclusions drawing/verification. The results show that most of the knowledge of pre-service teachers are consistent with their beliefs. It is indicated that pre-service teachers’ knowledge has been internalized into a strong belief that affect their words and behaviors. The belief of almost half of pre-service teachers who become respondents changes because of lecturer activity effect. It can say that belief changes at any time, both the process of alteration and the formation of new beliefs as well as the reinforcement of the beliefs they have.

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“…Siswono et al, 2016), the knowledge which direct teachers hold problem-solving instruction (Chapman, 2015). Also, several reports reveal teachers' inconsistent beliefs toward teachers' teaching practice (Purnomo et al, 2016;Siswono et al, 2017;Siswono et al, 2018a), and teachers' traditional beliefs about the nature of mathematics which influence more dominantly than the other domains of beliefs against instructional practices (Purnomo, 2017). Thus, the reform of curriculum needs changing teachers' beliefs because teachers behavior regarding their use of new resources mandated by the curriculum, as Handal and Herrington (2003) argued, will be cosmetic, which means that the behaviors do not indicate the manifestation of the expected principles of the curriculum reform.…”

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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Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

Cited by 20 publications

References 8 publications

Encouraging Literacy in Mathematics Teaching and Learning: Junior High School Teachersr Perspectives

Encouraging Literacy in Mathematics Teaching and Learning: Junior High School Teachersr Perspectives

Pre-Service Teacher’s Beliefs and Knowledge about Mathematics

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

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