Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia

Rooselyna Ekawati; Fou-Lai Lin; Kai-Lin Yang

doi:10.12973/eurasia.2015.1354a

Full Text (PDF)

Rooselyna Ekawati ¹ ^* , Fou-Lai Lin ², Kai-Lin Yang ²

More Detail

¹ Mathematics, The State University of Surabaya² National Taiwan Normal University^* Corresponding Author

Abstract

Background:
In this study, we aimed at examining Indonesian In-Service primary Teachers’ Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background

Materials and methods:
There were three underlined factors on MCK and MPCK instrument classified by item analysis and factor analysis. Three teachers’ categories (Good, Middle, and Low) were established by cluster analysis methodology

Results:
The most teachers’ challenge on MCK was figural representation. For MPCK, Indonesian teachers need more opportunity to learn the factor of Knowing students conceptual understanding.

Conclusions:
The state of teachers’ MCK and MPCK and related components are worthy to suggest the design of Indonesian In-service Teachers Professional Development Program.

Keywords

MCK
MPCK
ratio and proportion
teachers’ professional development program
Indonesia

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 3, 2015, 513-533

https://doi.org/10.12973/eurasia.2015.1354a

Publication date: 26 Apr 2015

Article Views: 3602

Article Downloads: 2301

Open Access References How to cite this article

References

Alatorre, S. & Figueras, O. (2004). Proportional Reasoning of Quasi-illiterate Adults. In Høines & Fuglestad (Eds.), 28th Conference PME. Bergen, Norway.
Bombardier, C. & Ferraz, M. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
Borko et al. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, vol 23, pp. 194-222.
Behr, M., Harel, G., Post, T., & Lesh, R. (1992). Rational number, ratio and proportion. Handbook of Research on Mathematics Teaching and Learning (pp. 296-333). NY: Macmillan Publishing.
Chen et.al (in press). A Novice Mathematics Teacher Educator-Researcher‟s Evolution of Tools Designed for In-service Mathematics Teachers‟ Professional Development. Journal Mathematics Teacher Education
Drake, C. (2000). Experience Counts: Career Stage and Teachers' Responses to Mathematics Education Reform. Unpublished doctoral dissertation, Evanston, Illinois: Northwestern University.
Borowski, E. J. & Borwein, J. M. (1989). Collin Dictionary of Mathematics. London, UK: Harper Collins Publishers.
Chaim, D. B., Keret, Y. Z., & Ilany, B. S. (2012). Research and Teaching in Mathematics Teachers’ Education (Pre- and InService Mathematics Teachers of Elementary and Middle School Classes. Netherlands: Sense Publisher.
Cobb et al. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29.
Ebel, R. L. & Frisbie, D. A. (1986). Essentials of Educational Measurement. Englewood Cliffs, NJ: Prentice-Hall.
Fawns, R. & Nance, D. (1993). Teacher knowledge, education studies and advanced skills credentials. Australian Journal of Education, 37, 248-258.
Fenstermacher, G. (1986). Philosophy of research on teaching: three aspects. Handbook of Research on Teaching (3rd Ed., pp. 37-49). NY: Macmillan.
Freudenthal, H. (1983). Didactical Phenomenology of Mathematical Structures. The Netherlands: Riedel Publishing Company.
Gencturk, Y. C. & Lubienski, S. T (2013). Measuring mathematical knowledge for teaching: a longitudinal study using two measures. Journal of Mathematics Teacher Education, 16, 211-236.
Greenberg, J & Walsh, K (2008). No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools. Education Digest: Essential Readings Condensed for Quick Review, 74(3), 4-10.
Hair, J., Anderson, R. E., Tatham, R. L., & Black, W. C.(1998). Multivariate Data Analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Hill et al. (2005). Effects of Teachers‟Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Association, 42, 371-406.
Inprasitha, M (2013). Innovations and Exemplary Practices in Teacher Education Program in Thailand. 6th East Asia Regional Conference on Mathematics Education (EARCOME 6) . 17-22 March 2013, Phuket, Thailand.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up. Mathematics Learning Study Committee, Center for Education, Washington, DC: National Academy Press.
Kwong et al. (2007). Development of mathematics pedagogical content knowledge in student teachers. The Mathematics Educator, 10, 27-54.
Lamon, S.J. (2007). Rational and proportional reasoning: Toward a theoretical framework for research. Second Handbook of Research on Mathematics Teaching and Learning (Vol. 1, pp.629-668). United States of America: Information Age Publishing.
Livy, S. & Herbert, S. (2013). Second-Year Pre-Service Teachers‟ Responses to Proportional Reasoning Test Items. Australian Journal of Teacher Education, 38(11), article 2.
Livy, S. & Vale, C. (2011). First year pre-service teachers‟ mathematical content knowledge: Methods of solution for a ratio question. Mathematics Teacher Education and Development, 13(2), 22-43.
Louck-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics (3rd Ed.). Thousand Oaks, CA: Corwin, SAGE.
Nebres, B. F. (2008). Centres and Peripheries in Mathematics Education. The first century of International Commision on mathematical instruction (ICMI). Instituto Della Enciclopedia Italiana.
Ng, D. (2011). Indonesian primary teachers' mathematical knowledge for teaching geometry: implications for educational policy and teacher preparation programs. Asia- Pacific Journal of Teacher Education, 39(2), 151-164.
Mewborn, D. (2003). Teaching, teachers‟ knowledge, and their professional development. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A Research Companion to Principles and Standards for School Mathematics (pp. 45- 52). Reston, VA: NCTM.
Rohaan, E.J, Taconis, R.,& Jochems, W.M.G (2011). Exploring the Underlying Components of Primary School Teachers‟ Pedagogical Content Knowledge for Technology Education. Eurasia Journal of Mathematics, Science and Technology Education, Vol 7(4), 263-274.
Saxe, G. B., Gearhart, M. & Nasir, N, S. (2001). Enhancing students‟ understanding of Mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
Schmidt et al. (2008). Opportunity to learn in the preparation of mathematics teachers: its structure and how it varies across six countries. ZDM Mathematics Education, 40, 735-747.
Schmidt, S. H., Houang, R. & Cogan, L. S. (2011). Preparing future math teachers. SCIENCE, 33.
Shulman, L (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14
Simon, M. A., & Blume, G. W.(1994). Mathematical modeling as a component of understanding ratio-as-measure: A study of prospective elementary teachers. Journal of Mathematical Behavior, 13(2), 183-197.
Thompson, B. & Levitov, J. E. (1985). Using microcomputers to score and evaluate test items. Collegiate Microcomputer, 3, 163-168.
Wu, H. (1999). Professional Development of Mathematics Teachers. Notices of the American Mathematical Society, 46(5), 535-542.
Widodo, A. & Riandi (2013). Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia. Teacher Development, 17(3), 380–392.
Widodo, A., Riandi, Amprasto, & Wulan, A R. (2006). Analyses of the Impact of Teachers’ Professional Development Programs on the Improvement of Teachers’ Teaching Practice. Indonesia: Indonesia University of Education.
Zulkardi, (2013). Future Challenges and Educational Responses: Innovations and Exemplary Practices in Indonesian Mathematics Education. Thailand: Plenary Panel 6th EARCOME conference.

How to cite this article

APA

Ekawati, R., Lin, F.-L., & Yang, K.-L. (2015). Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 513-533. https://doi.org/10.12973/eurasia.2015.1354a

Vancouver

Ekawati R, Lin FL, Yang KL. Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia. EURASIA J Math Sci Tech Ed. 2015;11(3):513-33. https://doi.org/10.12973/eurasia.2015.1354a

AMA

Ekawati R, Lin FL, Yang KL. Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia. EURASIA J Math Sci Tech Ed. 2015;11(3), 513-533. https://doi.org/10.12973/eurasia.2015.1354a

Chicago

Ekawati, Rooselyna, Fou-Lai Lin, and Kai-Lin Yang. "Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 3 (2015): 513-533. https://doi.org/10.12973/eurasia.2015.1354a

Harvard

Ekawati, R., Lin, F.-L., and Yang, K.-L. (2015). Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), pp. 513-533. https://doi.org/10.12973/eurasia.2015.1354a

MLA

Ekawati, Rooselyna et al. "Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 3, 2015, pp. 513-533. https://doi.org/10.12973/eurasia.2015.1354a