Teachers’ mathematics content knowledge about the meaning of fractions

Hongki Julie ORCID iD iconhttps://orcid.org/0000-0002-4829-797X

Department of Mathematics Education, Faculty of Teacher Training and Education, Sanata Dharma University

Abstrak

In Indonesia, there are currently two Teacher Professional Program (TPP), namely in-service paths for teachers and pre-service pathways for undergraduate program graduates who want to become teachers. The aims of this study were (1) to design a hypothetical learning trajectory (HLT) of a workshop using the realistic mathematics education (RME) approach for junior high school mathematics teachers who take part in in-service TPP to help them to understand the fraction meaning and represent the fraction meaning and (2) to describe their understanding about the fraction meanings and their fraction meanings representation. The type of research was the Cobb and Gravemeijer models design research. The research subjects were 29 junior high school mathematics teachers who took part in in-service TPP in 2019. The methods of data collection were to make field notes and tests Data analysis followed three stages of qualitative research data analysis. After the teacher participated in the workshop, the conditions of the teachers were as follows: (1) there were five meanings and representations of 3/5 that the teacher was able to make correctly, and (2) 51.72% the teacher was able to explain two meanings of 3/5 and represent meaning correctly.

Video

Slides

Cite this as:
Julie, H. (2019). Teachers’ mathematics content knowledge about the meaning of fractions. Keynote presented at 7th South East Asia Design Research International Conference (SEA-DR 2019) in Sanata Dharma University, Yogyakarta. Retrieved from https://www.usd.ac.id/seminar/seadr/keynotes/julie-2019/