Pre-service Elementary Mathematics Teachers’ Views on Model Eliciting Activities

Altay, Mesture Kayhan; Özdemir, Elif Yetkin; Akar, Şeyma Şengil

doi:10.1016/j.sbspro.2014.01.219

Cited by 9 publications

(6 citation statements)

References 7 publications

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“…Pembelajaran yang dilakukan guru juga menggunakan pendekatan sehingga memberikan kesan yang bermakna, menarik dan efektif secara optimal untuk siswa (Clements et al, 2020). Apalagi pembelajaran yang dilakukan guru menggunakan pendekatan MEAs menjadi bermakna karena kegiatan yang dilakukan menuntut siswa membuat hubungan antara konsep matematika dan kehidupan nyata (Altay et al, 2014).…”

Section: Hasil Penelitianunclassified

Lintasan Belajar SPLDV Melalui Pendekatan Model Eliciting Activities (MEAs)

Sari¹,

Aisyah

Hiltrimartin

2022

INOMATIKA

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This is a design research that aims to develop a learning trajectory of the two-variable linear equation system using the Model Eliciting Activities (MEAs) approach in eight grade. The research in cycle 1 was conducted at Xaverius 7 Junior High School Palembang which involved 6 students in eight grade. There are three stages in the research, namely preliminary design, design experiments, and retrospective analysis. Data were collected using interviews, tests, documentation, and field notes which were analyzed descriptively by comparing the Hypothetical Learning Trajectory (HLT). The results of this study indicate that the learning trajectory on the material of the two-variable linear equation system with the MEAs approach developed is in accordance with the HLT that has been designed.

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Section: Hasil Penelitianunclassified

Lintasan Belajar SPLDV Melalui Pendekatan Model Eliciting Activities (MEAs)

Sari¹,

Aisyah

Hiltrimartin

2022

INOMATIKA

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“…Banyaknya masalah kompleks dalam kehidupan nyata yang mengandung informasi yang tidak lengkap, ambigu, atau belum jelas memerlukan model dalam penyelesaianya, sehingga Model-Eliciting Activities (MEAs) dirancang untuk membantu menyelesaikan masalah yang kompleks tersebut (English & Fox, 2005 (Shahbari, Rasslan, & Daher, 2014). Pada dasarnya, MEAs adalah aktivitas mental yang dapat memacu atau memotivasi siswa untuk mengekspresikan dan mengadaptasi cara berpikir menyelesaikan situasi masalah kehidupan nyata yang kompleks (Altay, Özdemir, & Akar, 2014;Lesh, et al, 2000).…”

Section: Model-eliciting Activitiesunclassified

Model-Eliciting Activities Dalam Menganalisis Kreativitas Pemecahan Masalah Matematika Pada Mahasiswa Pendidikan Matematika Di Ptkin Aceh

Azhari

Irfan

2019

JPPM

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This study aimed to know the components of the student creativity in problem solving that can be achieved through Model Eliciting Activities in preservice’s teacher of mathematics education of PTKIN in Aceh. This Research used qualitatif approach, since in this study want to describe the reality on the field namely data about the studets’ creativity in solving maths problem. The result showed that the componentsof flexibility obtained by contruction principle, the reality principle, and the self-just my assesment principle. Even so, there are student who got no flexibility with the third principle of the MEA, but only with the principles, the only reality MEA principle and the effective prototype principle. Mean while, the component of fluency is gained student by analysis of the construct documentation principle. The last component of creativity that is obtained through the construct shareability and reusability and the effective prototype principle. However there are students who do not obtain theses components due to the absence of new student-generated in carrying out problem-solving.

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“…Recent studies of PSTs' knowledge and understanding of mathematical modeling identified significant difficulties in interpreting and teaching mathematical modeling and solving or creating mathematical modeling tasks (Altay, Özdemir, & Akar, 2014;Karali & Durmus, 2015). Although most participants in these studies noted that modeling pushed for a higher-level of thinking and benefited student academic achievement and growth, many struggled with the subjectivity and ambiguity of many modeling tasks.…”

Section: Teachers and Mathematical Modelingmentioning

confidence: 99%

Mathematical Modeling: Issues and Challenges in Mathematics Education and Teaching

Asempapa¹,

Sturgill²

2019

JMR

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Mathematics education researchers and policy documents in the United States have expressed the need to improve the teaching and learning of mathematical modeling at the K–12 levels so that students can apply their knowledge of mathematics to solve real-world situations. Unfortunately, most practicing teachers (PTs) and preservice teachers (PSTs) acquire didactical and pedagogical styles that do not support effective modeling practices. To investigate these dilemmas, this study examined PTs’ pedagogical experiences in and PSTs’ perspectives on mathematical modeling practices. Participants included 62 PTs and 18 PSTs from a Midwestern region of the United States. Data originated from questionnaire items and open-ended questions, which were analyzed quantitatively and qualitatively. Varied participants’ ideas on mathematical modeling practices were identified, recorded, and summarized. Results indicated that most of these PTs and PSTs have little to no experiences with mathematical modeling practices and associated pedagogies. Such results along with a supplemental discussion have implications for teacher education programs and professional development centered on mathematical modeling education.

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Pre-service Elementary Mathematics Teachers’ Views on Model Eliciting Activities

Cited by 9 publications

References 7 publications

Lintasan Belajar SPLDV Melalui Pendekatan Model Eliciting Activities (MEAs)

Lintasan Belajar SPLDV Melalui Pendekatan Model Eliciting Activities (MEAs)

Model-Eliciting Activities Dalam Menganalisis Kreativitas Pemecahan Masalah Matematika Pada Mahasiswa Pendidikan Matematika Di Ptkin Aceh

Mathematical Modeling: Issues and Challenges in Mathematics Education and Teaching

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