An Identification of Teachers’ Ability on Posing HOTS mathematics problems
Endah Budi Rahaju, Dini Kinati Fardah
Endah Budi Rahaju
Available Online December 2018.
- https://doi.org/10.2991/icst-18.2018.169How to use a DOI?
- mathematics problem; teachers’ ability; problem posing
- Higher-Order Thinking skills (HOTs) are needed to form our students to become more critical and creative individuals facing this sophisticated age. Teachers are required to be able to present learning that trains students to reason, think critically and creatively. This article presents the results of our research in the form of identifying the ability of teachers in compiling mathematical problems that requiring HOTs to solve. Seventeen teachers were trained in one-day workshops then given the opportunity to compile one HOTs problem in their own way. These problems were identified and categorized based on the topics, its compatibility with the criteria of assessing HOTs, and the category of cognitive processes and knowledge dimension according to Blooms’ Taxonomy revised. The results showed that Numbers topic is mostly made by trainees (47.06%). The most cognitive dimension shown by the teachers is analyzing (47.06%). For the knowledge dimension, the problems posed by teacher are categorized as conceptual or procedural. Of all the participants, there were 1 person who still made mathematics problem that categorized as understanding level and 5 people who made problem that categorized as applying level.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Endah Budi Rahaju AU - Dini Kinati Fardah PY - 2018/12 DA - 2018/12 TI - An Identification of Teachers’ Ability on Posing HOTS mathematics problems BT - Proceedings of the International Conference on Science and Technology (ICST 2018) PB - Atlantis Press SP - 836 EP - 839 SN - 2589-4943 UR - https://doi.org/10.2991/icst-18.2018.169 DO - https://doi.org/10.2991/icst-18.2018.169 ID - Rahaju2018/12 ER -