职前数学教师的比例推理与信念:基于修正的真实调查活动模型

THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION Pub Date : 2019-12-18 DOI:10.1063/1.5139788

P. Lestari, F. Nurhasanah, Dyah Ratri Aryuna, H. E. Chrisnawati, I. Kurniawati, Y. Kuswardi, A. N. Wulandari

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引用次数: 0

摘要

比例推理作为高等数学推理的一部分，对学生来说是基础的。良好的比例推理能力不仅是学生学习数学的基础，而且对教师和职前数学教师来说也很重要，因为它可以引导他们更好地教授数学。本研究旨在分析真实调查活动(AIA)模式对职前数学教师比例推理与信念能力的提升。这是一项具有前测和后测设计的实验研究。本研究以印尼西爪哇省加鲁特区数学教育系二年级职前数学教师为研究对象。采用随机整群抽样的方法，选取70名职前数学教师作为研究样本。本研究的工具是一套用于测量职前数学教师比例推理的测验和一套用于测量职前数学教师数学信念的提问器。比例推理测试由比例与比例主题的6道作文题组成，有三个指标:1)区分比例与非比例情况;2)理解比例情况下的数学关系;3)按比例解决各种问题。采用t检验和Mann-Whitney U检验对数据进行定量分析。研究结果表明，AIA模型可以增强职前数学教师的比例推理能力，特别是在区分比例情境和非比例情境以及理解比例情境下的数学关系方面，但在解决比例情境下的各种问题方面没有增强。然而，AIA模型对职前数学教师的数学信念给出了类似的结果。比例推理作为高等数学推理的一部分，对学生来说是基础的。良好的比例推理能力不仅是学生学习数学的基础，而且对教师和职前数学教师来说也很重要，因为它可以引导他们更好地教授数学。本研究旨在分析真实调查活动(AIA)模式对职前数学教师比例推理与信念能力的提升。这是一项具有前测和后测设计的实验研究。本研究以印尼西爪哇省加鲁特区数学教育系二年级职前数学教师为研究对象。采用随机整群抽样的方法，选取70名职前数学教师作为研究样本。本研究的工具是一套用于测量职前数学教师比例推理能力的测验和一套问卷。

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Proportional reasoning and belief of pre-service mathematics teachers: The use of modified Authentic Investigation Activities (AIA) model

Proportional reasoning is fundamental for students as a part of higher-level mathematical reasoning. It is not only fundamental for students to learn mathematics but also important for teachers and pre-service mathematics teachers having a good capability in proportional reasoning because it can lead them to teach better mathematics. This study aims to analyze the implementation of Authentic Investigation Activity (AIA) model for enhancing proportional reasoning and beliefs of pre-service mathematics teachers. This is an experimental study with pre-test and post-test design. The population of this study are second year of pre-service mathematics teachers in mathematics education department of Garut District, West Java Province, Indonesia. Using random cluster sampling are 70 pre-service mathematics teachers as the sample of the study for both. The instrument in this study is a set of test that constructed for measuring the proportional reasoning of pre-service mathematics teachers and a set of the questioner for measuring mathematical beliefs of pre-service mathematics teachers. The proportional reasoning test consisted of six essay problems in the topic of ratio and proportion with three indicators: 1) differentiating proportional and non- proportional situation; 2) understanding the mathematical relationship in the proportional situation; and 3) solving the various problem in the proportional situation. The data were analyzed quantitative using a t-test and Mann-Whitney U test. The result of the study indicates that the AIA model can enhance the proportional reasoning of pre-service mathematics teachers especially in terms of differentiating proportional and non-proportional situation and understanding mathematical relationship in the proportional situation but not in solving the various problem in the proportional situation. However, the AIA model gives similar result for mathematical beliefs of pre-service mathematics teachers.Proportional reasoning is fundamental for students as a part of higher-level mathematical reasoning. It is not only fundamental for students to learn mathematics but also important for teachers and pre-service mathematics teachers having a good capability in proportional reasoning because it can lead them to teach better mathematics. This study aims to analyze the implementation of Authentic Investigation Activity (AIA) model for enhancing proportional reasoning and beliefs of pre-service mathematics teachers. This is an experimental study with pre-test and post-test design. The population of this study are second year of pre-service mathematics teachers in mathematics education department of Garut District, West Java Province, Indonesia. Using random cluster sampling are 70 pre-service mathematics teachers as the sample of the study for both. The instrument in this study is a set of test that constructed for measuring the proportional reasoning of pre-service mathematics teachers and a set of the questio...

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THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION

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