Student’s Competency in Solving and Creating Mathematical Problem in Pre-Service Training Program
DOI:
https://doi.org/10.11113/jt.v63.2021Keywords:
Problem solving, creating problem, mathematical problem, pre-service training program, calculus integralAbstract
Student as a mathematics teacher candidate must have competence in solving and creating mathematical problems. This paper describes how the two competencies are mastered by students. On the one competence, problem solving ability is reviewed by using four aspects: (1) conceptual and procedural understanding, (2) strategy knowledge, (3) mathematical communication ability and (4) accuracy. On the other competence, student’s creativity in developing mathematical problem is evaluated based on: (1) fluency, (2) flexibility and (3) novelty. Research subjects are students who take Integral Calculus course in the academic year of 2012. Data are collected through documentation, observation and interview and then analyzed quantitatively and qualitatively. Students show their abilities and some difficulties in both solving and creating mathematical problem.
References
Abu, R. And Sayed, E. 2000. Effectiveness of Problem Posing Strategies on Perspective Mathematics Teacher’s Problem Solving Performance. Journal of Science and Mathematics Education in S.E. Asia. 25(1): 56–69
Anh, L. T. 2006. Applying Realistic Mathematics Education in Vietnam: Teaching Middle School Geometry. Disertation of Postdam University.
Bell, F. H. 1978. Teaching and Learning Mathematics (in Secondary Schools. Second Printing. Dubuque, Iowa: Wm. C. Brown. Company.
Branca, N. A. 1980. Problem Solving as a Goal, Process and Basic Skill. Problem Solving in School Mathematics. Editor: Krulik, S. and Reys, R.E. Reston: National Council of Teachers of Mathematics.
Buts, T. 1980. Posing Problem Properly. Problem Solving in School Mathematics. Editor: Krulik, S. and Reys, R.E. Reston: National Council of Teachers of Mathematics.
Depdiknas. 2006. Indonesian Curriculum 2006: Curriculum-based Competency. Jakarta: Depdiknas.
Fasko, Daniel Jr. 2001. Education and Creativity. Creativity Research Journal. Lawrence Erlbaum Associates, Inc. 13(3&4): 317–327.
Larson,R., Hoteller, R., and Edward, B. H. 2008. Essential Calculus: Early Transcendental Functions. Boston: Houghton Mifflin Company.
Lavy, I. and Shriki, A. 2007. Problem Posing as a Model Means for Developing Mathematical Knowledge of Prospective Teacher. PME-31. Emek Yezreel Academic College.
Mann, E. L. 2005. Mathematical Creativity and School Mathematics: Indicator of Mathematical Creativity in Middle School Students. Dissertation. University of Connecticut.
NCTM. 2000. Process Standard for Mathematics. Downloaded in 2 May 2008 at http:// fcit.usf.edu/math/ resource/mathpower/standard.html.
Schoen, H. L. and Oehmke, T. 1980. A New Approach to the Measurement of Problem-solving Skills. In Problem Solving in School Mathematics. Editors: Krulik, S. and Reys, R. E. Reston: National Council of Teachers of Mathematics.
Sembiring, R. K., Hadi, S. And Dolk, M. 2008. Reforming mathematics learning in Indonesian classrooms through RME. ZDM Mathematics Education. 40:927–939.
Sugiman and Kusumah, Y.S. 2010. Dampak Pendidikan Matematika Realistik Indonesia terhadap Peningkatan Kemampuan Pemecahan Masalah Siswa SMP. IndoMS Journal on Mathematics Education (IndoMS JME). 1(1):41–52.
Zulkardi. 2005. Peningkatan Mutu Pendidikan Matematika melalui Mutu Pembelajaran. Downloaded in 11 July 2005 at http://www. pikiran-rakyat.com.
Downloads
Published
Issue
Section
License
Copyright of articles that appear in Jurnal Teknologi belongs exclusively to Penerbit Universiti Teknologi Malaysia (Penerbit UTM Press). This copyright covers the rights to reproduce the article, including reprints, electronic reproductions, or any other reproductions of similar nature.
