A Praxeological Analysis of Pre-Service Elementary Teacher-Designed Mathematics Comics

Abstract

Mathematical and didactic knowledge presented in mathematics textbooks and other resources, like mathematics comics (MCs), needs to be evaluated from a lens of appropriate theoretical framework in mathematics education before it can be used as a medium for teaching and learning mathematics.Therefore, this study investigates mathematical and didactic competencies that were reflected in MCs designed by pre-service elementary teachers. The framework for analysing mathematical knowledge embedded in these MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. This study utilized a content analysis technique within a qualitative approach. Thirteen MCs were analysed using a praxeological analysis; the type of task and techniques (praxis block) as well as the possible technology and theory (logos block). The findings demonstrate that the mathematical praxeologies embedded in MCs belong to five mathematical domains, namely numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; as well as measurement. Additionally, the analysis revealed that seven of these MCs were related to a single domain, while the others belong to two or three mathematical domains. Concerning the mathematical praxeologies, most of MCs focus on presenting the practical blocks, the type of task and the techniques, while only a few could provide the theoretical lens to justify the practical blocks.

Investigating Mathematics Achievement: An Analysis of Effect Self-Efficacy Regarding Difference Gender of Cut Scores

“…The results of this study differ from several studies which have consistently shown that boys are more independent in mathematics (Frenzel et al, 2010;Putra et al, 2021) and tend to perform better than girls (Dickerson et al, 2015;Ependi & Sopiah, 2015;Mazana et al, 2020). This fact is interesting to discuss because it is related to gender equality today.…”

“…Even female students showed more courage in solving math problems in class. The results of this observation are different when compared to research results (Dickerson et al, 2015;Ependi & Sopiah, 2015;Frenzel et al, 2010;Mazana et al, 2020;Putra et al, 2021). Therefore, the researcher wants to know how the relationship between learning outcomes, self-efficacy and gender based on the cut score of students in Majalengka district is based on the cut score that has been set.…”

“…Self-efficacy related to learning competence between 2162| male and female students varies according to the context of the learning outcomes achieved (Santrock, J, 2008). Several studies have consistently shown that boys are more independent in mathematics (Frenzel et al, 2010;Putra et al, 2021) and tend to perform better than girls (Dickerson et al, 2015;Ependi & Sopiah, 2015;Mazana et al, 2020). However, there are different opinions, based on the results of the study (Fitriani, 2017) it is known that there is no significant difference between the self-efficacy of male and female students.…”

Analysis of Arabic Teaching Books Class X with Praxeology Approach

“…Chevallard in Cavalcante & Huang (2022) states that basically no human action exists without clarity or justification, partly or wholly made to be understood and accounted for, including specialization Arabic Arabiyât textbooks. Practical matters such as the use of these textbooks are relevant or not in everyday life, especially in education, requires a logos or knowledge to support this praxis (Putra et al, 2021).…”

Web-based realistic mathematics learning environment for 21st-century skills in primary school students

“…The six cultures of the Sumatera Island are incorporated into math comics called 'adventures on the island of Sumatera and learning instruments. The use of comics in the classroom is crucial to meet the demands of teaching mathematics in the 21st century, particularly in enhancing students' creativity and critical thinking abilities (Putra et al, 2021;Toh et al, 2017;van den Heuvel-Pahuizen et al, 2016;van den Heuvel-Panhuizen & Elia, 2011;van den Heuvel-Panhuizen & van den Boogaard, 2008).…”