How Pre-Service Elementary Teachers Deal with Mathematical Literacy Problems? A Case Study
- 10.2991/assehr.k.211229.022How to use a DOI?
- Mathematical literacy; Pre-service elementary teachers; PISA-like problems
Pre-service elementary teachers (PSETs) must understand in-depth mathematical concepts and procedures. Still, they must also improve their mathematical ability and skills in solving mathematical problems and applying them in all aspects of life. Such mathematical capacity is known as mathematical literacy. This study aimed to describe the mathematical ability of PSETs in solving mathematical literacy problems. The mathematisation process carried out by PSETs is the main focus that will be observed and explored. Some Errors and obstacles PSETs face in struggling to solve mathematical literacy problems are also described. This study is expected to make a valuable contribution to designing learning or other professional development programs for PSETs related to mathematical literacy. The qualitative method with a case study design was used in this research. Data were collected using tests (the sequences of PISA and PISA-like problems in moderate and most difficult levels) and interviews from 77 PESTs of the primary teacher education program at a private university in Banda Aceh. The results showed that the ability of PSETs in solving mathematical literacy problems was still low. Most of them are still very constrained in formulating real-life problems into mathematics. However, the lack of knowledge of related mathematics topics also needs to be considered.
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Cite this article
TY - CONF AU - Rita Novita AU - Tatang Herman AU - Didi Suryadi AU - Dadan Dasari AU - Mulia Putra PY - 2022 DA - 2022/01/04 TI - How Pre-Service Elementary Teachers Deal with Mathematical Literacy Problems? A Case Study BT - Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021) PB - Atlantis Press SP - 135 EP - 143 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211229.022 DO - 10.2991/assehr.k.211229.022 ID - Novita2022 ER -