Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Savuran, Rüya; Işıksal-Bostan, Mine

doi:10.30935/scimath/11838

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…However, it is crucial for teachers to make informed decisions in developing appropriate teaching materials as it significantly impacts classroom instruction [31]. Through instructional design, teachers can establish learning objectives, formulate appropriate learning activities, prepare activity designs, and determine suitable assessments [32]. This is supported by previous study which stated that several components were necessary to create a comprehensive instructional design, including instructional problems, context, task analysis, learning objectives, content sequencing, instructional strategies, instructional development, and evaluation instruments [33].…”

Section: Introductionmentioning

confidence: 99%

Designing Learning Materials Oriented Towards Project-based Learning on Statistics for 7th-grade Students

Kurniasari,

Salshabilla

2023

Advances in Social Science, Education and Humanities Research

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Mathematics plays a crucial role in facilitating students to develop various skills in the 21 st century. It is important for teachers to adapt instructional models and tools based on the characteristics of the current generation. The objective of this research is to describe the process and outcomes of developing project-based learning materials on 7th-grade statistics that are valid, practical, and effective. This study utilized the Plomp development model, which consisted of preliminary research, prototyping phase, and assessment phase. The research subjects were divided into two schemes: the micro-evaluation test involves two teachers, each teaching six students in 7th-grade, while the try-out test involved one teacher teaching 32 students in 7th-grade at one of junior high schools in Surabaya. The research instruments used include validation sheets, questionnaires, implementation feasibility sheets, and learning outcome assessments. Data analysis techniques were employed to determine the criteria of validity, practicality, and effectiveness. Based on the conducted research, the project achieved high validity criteria, with 91.8%, 91.1%, and 97.78% for the instructional module and 95.2%, 93.6%, and 96% for the project worksheets through validation test. The project-based learning materials also met expected practicality criteria by walkthrough test and actual practicality, with 86.36% for micro-class 1 and 85.79% for micro-class 2. Furthermore, the effectiveness criteria were met as the try-out class achieved a classical mastery level of 87.5%.

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Section: Introductionmentioning

confidence: 99%

Designing Learning Materials Oriented Towards Project-based Learning on Statistics for 7th-grade Students

Kurniasari,

Salshabilla

2023

Advances in Social Science, Education and Humanities Research

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“…The prospective teacher's knowledge is built through an iterative process through the facilitator's instructions and feedback from the tasks included in the lesson plan (Savuran & Isikal-Bostan, 2022). As a prospective teacher, it is necessary to have competence in lesson planning before becoming a teacher after graduation.…”

Section: Introductionmentioning

confidence: 99%

The Effect of PjBL with Copy The Master Method on the Skills of Writing Lesson Plans

Indriyani

Jasmienti

Ningsih

2023

jiecr

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The skill of developing lesson plans is one of the competencies that teachers must have. The skills to develop these lesson plans can be learned while studying at universities. Based on observations, it was found that the skills of developing student lesson plans were still not in line with expectations, considering that students did not yet have an overview of the learning process in class. Based on this, learning methods are needed so that students are skilled in developing lesson plans. The purpose of this study is to determine the effect of using the Project-based Learning (PjBL) model with the Copy The Master method on the skills of developing lesson plans for prospective teacher students. This research type was quantitative research using experimental methods. The research design used was the Matching Pretest-Post-test Control Group Design. This research data collection technique used a test. The test given was a performance test, in which students made lesson plans based on the syllabus. Based on the results of the research and discussion, it can be concluded that using the PjBL Model with the Copy The Master method is effective in improving skills in developing lesson plans for prospective teacher students. Based on that, students can implement their knowledge when they become teachers.

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“…In mathematics courses, the concept of infinity is especially researched by mathematicians in different topics such as number theory, analysis and topology (Savuran & Isiksal-Bostan, 2022;Çelik & Akşan, 2013;Kolar & Cadez, 2012;Dede & Soybaş, 2011;Tsamir, 2002;Tirosh, 1999).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Science Teachers' Understanding of Infinity Concept: The Case of Image on Convex Lens

DURU

2023

İnsan Ve Sosyal Bilimler Dergisi

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In this study, pre-service science teachers’ definitions of the concept of infinity were tried to be revealed and their understanding of the concept was tried to be examined through the image formation experiment in a convex lens. The study was conducted with 31 pre-service science teachers studying in the 3rd year of science teaching at a state university. Two separate scales were used as data collection tools in the research. The scales consist of open-ended questions designed to reveal pre-service teachers' definitions of the concept of infinity and to evaluate their knowledge about image formation and image properties in convex lenses in this context. One of the scales (Scale-1) was applied before the image formation demonstration experiment in the convex lens, and the other (Scale-2) was applied after the application. The data obtained from the scales were analyzed using the descriptive analysis technique. Pre-service science teachers’ definitions of infinity were grouped under three themes: general, mathematical and physical. Pre-service teachers mostly define and understand infinity with codes such as "unknown, undetectable, unmeasurable, undetectable, inexplicable, incomprehensible "under the "general" theme which includes the sub-themes of "unknown" and "having no end". This understanding of the prospective teachers leads them to the misunderstanding that the image of the object at infinity in the focal point of the convex lens is virtual and cannot be seen.

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Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Cited by 3 publications

References 19 publications

Designing Learning Materials Oriented Towards Project-based Learning on Statistics for 7th-grade Students

Designing Learning Materials Oriented Towards Project-based Learning on Statistics for 7th-grade Students

The Effect of PjBL with Copy The Master Method on the Skills of Writing Lesson Plans

Pre-Service Science Teachers' Understanding of Infinity Concept: The Case of Image on Convex Lens

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