Prospective Indonesian Secondary Mathematics Teachers' Epistemological Obstacles in Designing Project-Based Numeracy Tasks: A Case Study

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  • Author(s): Vivi Suwanti; Cholis Sa'dijah; Makbul Muksar
  • Language:
    English
  • Source:
    Mathematics Teacher Education and Development. 2024 26(2).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Tests/Questionnaires
    Reports - Research
  • Additional Information
    • Availability:
      Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: [email protected]; Web site: https://mted.merga.net.au/index.php/mted/index
    • Peer Reviewed:
      Y
    • Source:
      26
    • Education Level:
      Secondary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Secondary School Teachers; Mathematics Teachers; Barriers; Active Learning; Student Projects; Numeracy; Foreign Countries; Epistemology; Preservice Teachers; Teaching Experience; Instructional Design; Teaching Methods
    • Subject Terms:
      Indonesia
    • ISSN:
      1442-3901
    • Abstract:
      This study aims to describe the epistemological obstacles of prospective Indonesian secondary mathematics teachers' in designing project-based numeracy tasks (PbNTs). Three case studies focused on qualitative analyses of prospective Indonesian secondary mathematics teachers' PbNTs from responses to a semi-structured interview based on indicators of epistemological obstacles. It was found that epistemological knowledge was not the main cause of the obstacles they experienced, which is inconsistent with findings described in previous studies. It was revealed the prospective secondary mathematics teachers were too focused on the mathematical aspects and did not pay attention to the role of contextual knowledge in the process of PbNT design.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1431562