TEACHER CANDIDATE’S CONSTRUCTION KNOWLEDGE ABOUT FUNCTION AND STUDENT’S DIFFICULTIES

Novi Prayekti, Novi (2020) TEACHER CANDIDATE’S CONSTRUCTION KNOWLEDGE ABOUT FUNCTION AND STUDENT’S DIFFICULTIES. TEACHER CANDIDATE’S CONSTRUCTION KNOWLEDGE ABOUT FUNCTION AND STUDENT’S DIFFICULTIES, 7 (18). pp. 2735-2745. ISSN 2394-5125

	Text artikel no 4 Novi Prayekti JCR 3 (eddy budiono).pdf Download (527kB)
	Text Artikel 4(1).pdf Download (3MB)
	Text TEACHER CANDIDATE'S CONSTRUCTION KNOWLEDGE ABOUT FUNCTION AND STUDENT'S DIFFICULTIES.pdf Download (777kB)

Official URL: http://www.jcreview.com/?mno=116794

Abstract

The quality of mathematics assignments from teachers to students is one important element that determines
whether learning is effective or not. To make quality math assignments requires knowledge from the teacher
about content and students, who are subdomains of mathematical knowledge to teach. This knowledge needs to
be developed in prospective mathematics teachers since programmed teacher education. By focusing on one of
the basic concepts in mathematics, namely the concept of function, research was conducted on 25 mathematics
teacher candidates. Through interactions that occur in modified focus group discussions, we want to find out
how prospective teachers construct knowledge about the concept of functions and difficulties of students. The
results showed that in constructing the concept of functions and difficulties of students, teacher candidates
worked backward, there were gaps in changing from one representation to another and identifying that the
mastery of students' prerequisite knowledge and the order of representation used by the teacher in introducing
the concept of functions affected the students’ difficulties when complete assignments.

Item Type:	Article
Subjects:	Cek Plagiasi Jurnal Peer Review
Divisions:	C. Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika
Depositing User:	perpus uniba admin
Date Deposited:	09 Nov 2020 02:02
Last Modified:	09 Nov 2020 02:02
URI:	http://repository.unibabwi.ac.id/id/eprint/463

Actions (login required)

View Item