Prospective Mathematics Teachers’ Epistemological Obstacles in Developing Project-based Numeracy Tasks
Keywords:
epistemological obstacles, prospective math teachers, project-based task, numeracyAbstract
This study aims to describe the epistemological obstacles of prospective Indonesian secondary mathematics teachers’ in designing project-based numeracy tasks (PbNTs). Three case studies focused on qualitative analyses of prospective Indonesian secondary mathematics teachers’ PbNTs from responses to a semi-structured interview based on indicators of epistemological obstacles. It was found that epistemological knowledge was not the main cause of the obstacles they experienced, which is inconsistent with findings described in previous studies. It was revealed the prospective secondary mathematics teachers were too focused on the mathematical aspects and did not pay attention to the role of contextual knowledge in the process of PbNT design.
References
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Fisher, M. H., Thomas, J., Schack, E. O., Jong, C., & Tassell, J. (2017). Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes. Mathematics Education Research Journal, 30(2), 209–232. https://doi.org/10.1007/s13394-017-0228-0
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