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

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

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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, 2015, Volume 11, Issue 3, 513-533

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

Publication date: 26 Apr 2015

Article Views: 2634

Article Downloads: 1702

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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