Fostering Prospective Teachers’ Disposition: A Lesson Study in Linear Programming Topics Embedded by Technology
Keywords:
Disposition, linear programming, prospective teacherAbstract
In modern education, especially in higher degree programs, disposition was one of several factors that highly affected the learning process. The purpose of this research was to foster mathematical disposition among prospective teachers through a technology approach. POM-QM represented technology embedded into the learning process. Each cycle started with planning the embedding of technology into learning, realizing the plan by engaging a model teacher and an observer, and then ending with reflection to improve the next learning process to be applied to another class or the next topic. This lesson study began at the very beginning of linear programming. The conclusion was that the chapter design was able to foster mathematical dispositions. Some other affective and cognitive skills were known to have improved. The conclusion also covered some other unwritten but proper actions to take in the learning process based on lesson study reflection and evaluation. It was hoped that subsequent researchers would be able to implement lesson study activities during lecture activities.
Downloads
References
As'ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our Prospective Mathematic Teachers Are Not Critical Thinkers Yet. Journal on Mathematics Education, 8(2), 145-156. https://doi.org/ 10.22342/jme.8.2.3961.145-156
Brahier, D. J. (2011). Motivation and Disposition: The Hidden Curriculum. In D.J. Brahier & W. R. Speer (Eds.), Motivation and Disposition: Pathways to Learning Mathematics. Reston, VA.
Chamoso, J. M., & Cáceres, M. J. (2018). Use and Abuse of Calculators: Implications for Mathematics Education. Acta Scientiae, 20(6), 1082-1093. https://doi.org/10.17648/acta.scientiae.v20iss6id4895
Gresalfi, M. S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. The Journal of the Learning Sciences, 18(3), 327-369. https://doi.org/10.1080/10508400903013470
Gulley, K. P. (2003). The Pros and Cons of Technology in the Classroom. Sacramento. Retrieved from http://www.edudemic.com/education-technology-pros-cons/
Hill-Jackson, V., & Lewis, C. W. (2010). Dispositions matter: Advancing habits of the mind for social justice. In Transforming teacher education (pp. 61-92). Routledge.
Kandaga, T., Dahlan, T., Gardenia, N., Darta, Saputra, J. (2021). A lesson study to foster prospective teachers’ disposition in STEM education. IOP Journal of Physics: Conference Series, 1806(1), 012107. https://doi.org/10.1088/1742-6596/1806/1/012107
Katz, L. (1993). Dispositions: Definitions and Implications for Early Childhood Practices (ED360104). ERIC CDigest. Urbana.
Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42. https://doi.org/10.1016/j.compedu.2019.01.010
Martinovic, D. (2018). Calculating aids in mathematics education before the advent of electronic calculators: didactical and technological prospects. Computations and computing devices in mathematics education before the advent of electronic calculators, 433-458. https://doi.org/10.1007/978-3-319-73396-8_17
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nababan, S. A., & Tanjung, H. S. (2020). Development of learning instruments based on a realistic mathematics approach to improve mathematical disposition ability. Advances in Mathematics: Scientific Journal, 9(12), 10325-10333. https://doi.org/ 10.37418/amsj.9.12.24
NCTM. (2000). Principles and Standards for School Mathematics. School Science and Mathematics, 47. https://doi.org/10.1111/j.1949-8594.2001.tb17957.x
Yaniawati, P., Sudirman, S., Mellawaty, Indrawan, R., & Mubarika, M. P. (2023). The Potential of Mobile Augmented Reality as a Didactic and Pedagogical Source in Learning Geometry 3D. Journal of Technology and Science Education, 13(1), 4-22. https://doi.org/10.3926/jotse.1661
Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core Model on Improving Mathematical Communication and Connection, Analysis of Students' Mathematical Disposition. International Journal of Instruction, 12(4), 639-654. https://doi.org/ 10.29333/iji.2019.12441a
Zlatkin-Troitschanskaia, O., Kuhn, C., Brückner, S., & Leighton, J. P. (2019). Evaluating a technology-based assessment (TBA) to measure teachers’ action-related and reflective skills. International Journal of Testing, 19(2), 148-171. https://doi.org/ 10.1080/15305058.2019.1586377
Published
How to Cite
Issue
Section
Copyright (c) 2024 Elang Krisnadi, Thesa Kandaga
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The use of non-commercial articles will be governed by the Creative Commons Attribution license as currently approved at http://creativecommons.org/licenses/by/4.0/. This license allows users to (1) Share (copy and redistribute the material in any medium) or format; (2) Adapt (remix, transform, and build upon the material), for any purpose, even commercially.
