Structural Analysis and Typology of Postgraduate Students' Perceptions regarding Mathematics Learning
DOI:
https://doi.org/10.31980/plusminus.v4i3.2439Keywords:
mathematics education master's program, pedagogical theory, professional skill, teacher education, Keterampilan mengajar, Keterampilan professional, Pendidikan guru, pendidikan matematika program magister, Teori pedagogisAbstract
Pandangan peserta didik program magister tentang matematika penting dikaji karena akan mempengaruhi cara mereka mengajar matematika. Tujuan penelitian adalah mengeksplorasi struktur keyakinan dan bagaimana perkembangan yang menggunakan pendekatan berbeda untuk mempromosikan pengaruh positif di kalangan mahasiswa. Subjek penelitian yaitu 269 mahasiswa Program Magister Pendidikan Matematika di UNTAN Pontianak yang juga bekerja sebagai guru. Instrumen pegumpulan data berupa kuesioner dan tes pemahaman konseptual. Analisis data dilakukan terhadap komponen pokok dari 63 item mengenai 'pandangan matematika'. Hasil penelitian menunjukkan inti pandangan tentang matematika terdiri dari tiga unsur yang berkaitan erat yaitu keyakinan tentang bakat diri sendiri, kesulitan, dan kenikmatan atau kesukaan terhadap matematika. Selain itu ditemukan juga bahwa pengetahuan konten spesifik matematika guru dan calon guru meningkat secara signifikan selama kuliah.
Master's program students' views about mathematics are important to study because it will influence the way they teach mathematics. The aim of the research is to explore the structure of beliefs and how they develop using different approaches to promote positive influence among college students. The research subjects were 269 students of the Mathematics Education Masters Program at UNTAN Pontianak who also worked as teachers. Data collection instruments include questionnaires and conceptual understanding tests. Data analysis was carried out on the main components of 63 items regarding 'views of mathematics'. The research results show that the core view of mathematics consists of three closely related elements, namely beliefs about one's own talents, difficulties, and enjoyment or liking for mathematics. In addition, it was also found that teachers' and prospective teachers' mathematics-specific content knowledge increased significantly during college.
References
Atweh, B., Vale, C., & Walshaw, M. (2012). Equity, Diversity, Social Justice and Ethics in Mathematics Education. Research in Mathematics Education in Australasia 2008-2011. https://doi.org/10.1007/978-94-6091-970-1_4
Awoniyi, F. C., & Amponsah, K. D. (2023). Positive Attitudes Toward Mathematics among Senior High School Students in Cape Coast Metropolis. Journal of Education and Learning, 17(2). https://doi.org/10.11591/edulearn.v17i2.20351
Benfer, R. A. (1989). Individual Differences in Rule-Based Systems of Knowledge with Behavioral Implications. Anthropological Quarterly, 62(2). https://doi.org/10.2307/3318127
Dresel, M., Daumiller, M., Spear, J., Janke, S., Dickhäuser, O., & Steuer, G. (2024). Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12697
Eynde, P., Corte, E., & Verschaffel, L. (2002). Framing Students’ Mathematics-Related Beliefs: A Quest for Conceptual Clarity and a Comprehensive Categorization. In Beliefs: A hidden variable in mathematics education? Mathematics Education Library
Fang, N., & Liu, G. (2019). Reducing Students’ Conceptual Misunderstanding in Engineering Dynamics through Enhanced Hands-on Experimentation. International Journal of Engineering Education, 35(3).
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males. Journal for Research in Mathematics Education, 7(5). https://doi.org/10.2307/748467
Gagatsis, A., & Alexandrou, M. (2022). A Review of the Research in Teaching and Learning the Negative Numbers: An “Action Research” Concerning the Application of the Geometrical Model of the Number Line. Didattica Della Matematica. Dalla Ricerca Alle Pratiche d’aula, 11. https://doi.org/10.33683/ddm.22.11.1
Greensfeld, H., & Deutsch, Z. (2022). Mathematical Challenges and the Positive Emotions They Engender. Mathematics Education Research Journal, 34(1). https://doi.org/10.1007/s13394-020-00330-1
Hannula, M. S. (2006). Motivation in Mathematics: Goals Reflected in Emotions. Educational Studies in Mathematics, 63(2). https://doi.org/10.1007/s10649-005-9019-8
Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., Lutovac, S., Kaasila, R., Middleton, J. A., Jansen, A., & Goldin, G. A. (2016). Attitudes, Beliefs, Motivation and Identity in Mathematics Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-32811-9
Hannula, M. S., Kaasila, R., Laine, A., & Pehkonen, E. (2005). The Structure of Student Teacher’s View of Mathematics at the Beginning of their Studies. Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (CERME4).
Kadarisma, G., Nurjaman, A., Sari, I. P., & Amelia, R. (2019). Gender and mathematical reasoning ability. Journal of Physics: Conference Series, 1157(4). https://doi.org/10.1088/1742-6596/1157/4/042109
Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2023). Assessment of the Relationships between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling. Mathematics, 11(2). https://doi.org/10.3390/math11020449
Kaur, B., & Toh, W. Y. K. (2019). Students’ Perspectives of Good Mathematics Lessons, Homework and How Their Teachers Facilitate Learning of Mathematics. In: Toh, T., Kaur, B., Tay, E. (eds) Mathematics Education in Singapore. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-13-3573-0_12
Liljedahl, P., & Oesterle, S. (2020). Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education. In Encyclopedia of Mathematics Education. https://doi.org/10.1007/978-3-030-15789-0_149
Maier, A., Riedel-Heller, S. G., Pabst, A., & Luppa, M. (2021). Risk factors and protective factors of depression in older people 65+. A systematic review. PloS one, 16(5), e0251326.
Mapolelo, D. C., & Akinsola, M. K. (2015). Preparation of Mathematics Teachers: Lessons from Review of Literature on Teachers’ Knowledge, Beliefs, and Teacher Education. American Journal of Educational Research, 3(4).
Orozco-Guzmán, M., Villanueva-Cantillo, J., Mejía Acuna, F., Castro, S. O., & Malo, E. S. (2020). Factors that Promote Positive Attitudes Towards Mathematics in Higher Education Students. Journal of Physics: Conference Series, 1514(1). https://doi.org/10.1088/1742-6596/1514/1/012027
Ownsworth, T. (2018). Errors: Friend or foe? The Theory and Evidence Base for Error-Based Learning. Errorless Learning in Neuropsychological Rehabilitation: Mechanisms, Efficacy and Application. https://doi.org/10.4324/9781315660738
Pepin, B., & Son, J.-W. (2015). Motivation, Beliefs, and Attitudes Towards Mathematics and Its Teaching. In The Proceedings of the 12th International Congress on Mathematical Education. https://doi.org/10.1007/978-3-319-12688-3_52
Raikhelgauz, L. (2022). Application of New Strategies of Positive Pedagogy in Modern Mathematical Education. Педагогика и Просвещение, 4. https://doi.org/10.7256/2454-0676.2022.4.37917
Reyes, J. D. (2019). Mathematics Anxiety and Self-Efficacy: A Phenomenological Dimension. In Journal of Humanities and Education Development ,1(1)
Skovsmose, O. (2012). Towards a Critical Mathematics Education Research Programme? In Opening the Cage: Critique and Politics of Mathematics Education. https://doi.org/10.1007/978-94-6091-808-7
Tuohilampi, L. (n.d.). Deepening mathematics related affect research into social and cultural Decline, measurement and the significance of students’ multi-level affect in Finland and Chile. Research Report: University of Helsinki.
Veith, J. M., Bitzenbauer, P., & Girnat, B. (2022). Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080516
Woodward, A., Beswick, K., & Oates, G. (2018). Positive Education and Teaching for Productive Disposition in Mathematics. University of Tasmania. https://doi.org/10.1007/978-3-030-01273-1_15
Zaccone, M. C., & Pedrini, M. (2019). The Effects of Intrinsic and Extrinsic Motivation on Students Learning Effectiveness. Exploring the Moderating Role of Gender. International Journal of Educational Management, 33(6). https://doi.org/10.1108/IJEM-03-2019-0099
Zan, R., & Di Martino, P. (2008). Attitude Toward Mathematics: Overcoming the Positive/Negative Dichotomy. TMME Monograph, 3.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Plusminus: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
