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All Journal MUSTEK ANIM HA MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan Formatif: Jurnal Ilmiah Pendidikan MIPA MATAPPA: Jurnal Pengabdian Kepada Masyarakat Beta: Jurnal Tadris Matematika MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan Musamus Journal of Mathematics Education Aksioma
Markus Palobo
Universitas Musamus
Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Social Sciences Other

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Journal : Formatif: Jurnal Ilmiah Pendidikan MIPA

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Prospective Mathematics Teachers’ Beliefs and Representations Sadrack Luden Pagiling; Irmawaty Natsir; Markus Palobo; Dian Mayasari
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 12, No 1 (2022): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v12i1.10067

Abstract

Beliefs have been identified as an affect on the psychology of mathematics education. Additionally, representations play a paramount role in mathematics teaching and learning. However, few studies have examined prospective teachers' beliefs and their relationship to representations in problem-solving. The purpose of this study is to examine prospective mathematics teachers' beliefs and representations in solving word problems review from gender differences. This study involves 103 college students from the mathematics education department at a public university in Merauke Regency. The data were gathered using a questionnaire, a test, and in-depth interviews. A questionnaire was utilized to elicit the belief of prospective teachers. A test and interview were conducted to evoke data about participants' representations when solving word problems. The male student was found to be capable of arriving at a solution employing multiple representations. Due to the inaccurate representation constructed, the female student was unable to find the correct solution. This work implies that lecturers should heed prospective teachers' beliefs and generate representations of the focal point of classroom learning practice.
Co-Authors Andi Saparuddin Nur Aprilia Harisa Patandean Batseba Sipahelut Daniel Johanis Eka Sri Rahayu Givanni Bulan Alfridha Saragih Inggrid Marlissa Irmawaty Natsir Kamariah Kamariah Maria Fransina Veronica Ruslau Mayasari, Dian Minuk Riyana Murni Sianturi Nuraini, Khumaeroh Dwi Nurhayati Nurhayati Oswaldus Dadi Rian Ade Pratama Sadrack Luden Pagiling Via Rhamadani Widya Putri Ramadhani