Pre-Service Teachers’ Strategies in Solving Absolute Value Equations and Inequalities

Jupri, Al; Usdiyana, Dian; Gozali, Sumanang Muhtar

doi:10.3390/educsci12110743

Cited by 3 publications

(2 citation statements)

References 25 publications

(45 reference statements)

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“…Many researchers have found that the roots of this misunderstanding among preservice teachers have been meticulously explored. Pre-service mathematics teachers in Indonesia use three different solution strategies for solving absolute value equations and inequalities, indicating a need for improved symbol sense in higher education (Jupri et al, 2022). Pre-service teachers' conceptual structures in absolute and quadratic inequalities are often incorrect, negatively impacting their mathematics teaching and learning and potentially inappropriately applied in daily life (Ali & Wilmot, 2016).…”

Section: Infinitymentioning

confidence: 99%

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

Surya Sari Faradiba,

Alifiani,

Nurul Akmal Md Nasir

2024

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This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

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Section: Infinitymentioning

confidence: 99%

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

Surya Sari Faradiba,

Alifiani,

Nurul Akmal Md Nasir

2024

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“…Previous researchers have discussed absolute value (Almog & Ilany, 2012;Amram et al, 2019;Ciltas & Tatar, 2011;Curtis, 2016;El-khateeb, 2016;Elia et al, 2016). Student's difficulties in solving absolute value problems allow for differences in students' metacognitive awareness in solving absolute value problems.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses

2023

JHETP

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Metacognitive awareness influences problem-solving thinking. Understanding metacognitive awareness is essential in the teaching and learning process. The purpose of this research is to determine the amount of metacognitive awareness and the characteristics of each level in problem solving. The extent of metacognitive awareness of 125 prospective mathematics teacher students from four different public and private universities was revealed in this exploratory qualitative study. To acquire research data, absolute value assignments, think-aloud transcripts, and semi-structured interviews were employed. Sources and methods are triangulated to assure data validity. The data was analyzed using fixed comparison analysis. The results of this study indicate that there are six levels of metacognitive awareness of prospective teacher students: tacit use, identity use, semi-aware use, aware use, strategic use, and reflective use. The six developed levels can identify all the characteristics of metacognitive awareness that arise in solving absolute value problems. Metacognitive awareness that has been developed can supporting the development of learning models, cognitive style characterization and tracing students' process of mathematical metacognitive awareness.

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Teaching and learning processes for pre-service mathematics teachers: The case of systems of equations

Jupri,

Usdiyana,

Gozali

2024

EURASIA J Math Sci Tech Ed

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This study aims to explore the teaching and learning processes of the school mathematics course for pre-service mathematics teachers in the case of systems of equations. Types of teaching and learning approaches and a symbol sense perspective were used as theoretical frameworks for this study. To do so, we conducted a qualitative case study, involving 35 pre-service mathematics teachers, in the form of classroom observations in one of the state universities in Bandung, Indonesia. The observations included the teaching and learning processes, a written formative test, and interviews. The results showed that the teaching and learning processes are implemented by using a deductive approach,<i> </i>and the written student work from the formative test and interviews revealed various solution strategies. From the symbol sense perspective, we conclude that the teaching and learning processes need to be enhanced to promote pre-service teachers’ procedural skills and conceptual understanding in a balanced manner.

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Pre-Service Teachers’ Strategies in Solving Absolute Value Equations and Inequalities

Cited by 3 publications

References 25 publications

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses

Teaching and learning processes for pre-service mathematics teachers: The case of systems of equations

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