Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy

Sellings, Peter; Felstead, Karen; Goriss‐Hunter, Anitra

doi:10.14221/ajte.2018v43n4.1

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…Therefore, it is necessary to introduce numeracy literacy to students as early as possible. It is in line with the opinion of [30] which states that numeracy literacy must be introduced to support students thinking skills.…”

Section: Introductionsupporting

confidence: 83%

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

Setiyani,

Waluya,

Sukestiyarno

et al. 2024

IJERE

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<span lang="EN-US">Based on The Regulation of The Minister of Education, Culture, Research and Technology No.17 of 2021, cognitive learning outcomes consist of literacy and numeracy as measured through a minimum competency assessment (MCA) with grade 5, 8, and 11. The subjects in this study are 42 students of grade VIII (second grade) from state Junior High School 4 Cirebon and State Junior High School 2 Cirebon, Indonesia. The instruments were tests of numeracy literacy skills, documentation, and interviews. Purposive sampling was used to determine the subject of analysis of test results and interviews. The data were analyzed descriptively through the following stages: data reduction, data presentation, and conclusions drawing. The results showed that the research subjects are still not familiar with numeracy literacy questions which have the characteristics of always being preceded by texts, not understanding what is known and asked in the questions so they tend to blindly guess the answers and needed to be reminded of the prerequisite material. Based on the results of this study, teachers can develop learning media, project-based learning, scaffolding, and teaching materials that accommodate numeracy skills or differentiated learning.</span>

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Section: Introductionsupporting

confidence: 83%

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

Setiyani,

Waluya,

Sukestiyarno

et al. 2024

IJERE

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“…When students have good reflective thinking skills, students will be better able to develop their numeracy literacy skills (Rakhmawati & Mustadi, 2021). This statement is in line with (Sellings et al, 2018), which states that to improve numeracy literacy skills can be built through reflective thinking activities consisting of critical discourse, analysis of misconceptions, and making questions.…”

Section: Discussionsupporting

confidence: 53%

Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems

Setiyani¹,

Waluya²,

Sukestiyarno³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.</p>

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“…Several previous studies have been recorded to have examined the numeracy of prospective primary school teachers, both focusing on improving their numeracy (Fisher et al, 2018;Schack et al, 2013b) and descriptions of numeracy abilities (de Silva Joyce et al, 2014;Forgasz & Hall, 2019;Sellings et al, 2018) either after treatment or without treatment. In Indonesia, we identified several studies, including Yustitia et al (2021) which examined the numeracy of students with low abilities.…”

Section: Introductionmentioning

confidence: 99%

Context of Data and Uncertainty: One of the Challenges for Numeracy Provision in Elementary School Teacher Education

Asmara,

Purnomo

2023

Acta Sci.

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Background: Student numeracy reflects their interaction with the environment, especially with their teacher. Therefore, the formation of teacher numeracy must start from their education when in college. Objectives: This study explores numeracy, which parts become limited or lacking, and what hinders and supports those skills. Design: This study employs an exploratory descriptive method and involves case studies to achieve the objectives. Setting and Participants: The research participant is 84 students of the Department of elementary school education at one of the public universities in Indonesia, consisting of 3 classes: undergraduate, postgraduate, and postgraduate cooperation class. Data collection and analysis: Numeracy tests and semi-structured cognitive interviews are used to collect data. The test results were analyzed using descriptive statistics to see the numeracy profile, and essential parts were clarified in the discussion. Results: Our findings show that for all classes, statistics and probability became content with the lowest achievement on this test. We also highlight that the undergraduate class becomes the best class based on the test results, followed by the regular postgraduate class and the postgraduate cooperation class. In other words, this study's teaching experience and level of education are not enough to help students solve numeracy problems. Conclusions: Data and uncertainly (quantitative) literacy must emphasize improvements and potential studies for subsequent researchers. The implications of our research are also focused on teacher education; numeracy provision should not only be noted on inservice teachers but also target their education in college.

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Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy

Cited by 7 publications

References 14 publications

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems

Context of Data and Uncertainty: One of the Challenges for Numeracy Provision in Elementary School Teacher Education

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