Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia
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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 Surabaya
2 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

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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

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

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

Publication date: 26 Apr 2015

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Article Downloads: 373

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