PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE
This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private universi...
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doaj-16e27ddd6e9243b18019014f7f498c422020-11-25T02:51:32ZengUniversitas Negeri YogyakartaCakrawala Pendidikan: Jurnal Ilmiah Pendidikan0216-13702442-86202019-02-0138120321410.21831/cp.v38i1.2194511291PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUETian Abdul Aziz0Supiat Supiat1Yohanes Soenarto2Universitas Muhammadiyah Prof. DR. HAMKAUniversitas Muhammadiyah Prof. DR. HAMKAUniversitas Muhammadiyah Prof. DR. HAMKAThis study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private university in Jakarta City, Indonesia. Five of them were selected purposively and interviewed to gain deep information and confirm their written responses in the test. We find that most participants struggled with the absolute value task. There are inconsistencies of the definition of absolute value expressed by them. Besides, typical mistakes made are: (a) removal of absolute value bars; (b) focus heavily on rules; (c) conversion of absolute value bars to parentheses; (d) exclusion of number inside absolute value bars; (e) poor algebraic manipulation; and (f) inability to draw absolute value graph. Based on the findings, the most common cause of mistakes made by the participants is didactical contract in mathematics teaching and learning. Limitation and implications of the study are presented.https://journal.uny.ac.id/index.php/cp/article/view/21945absolute valuepre-service teachersunderstandingmistakessecondary mathematics |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tian Abdul Aziz Supiat Supiat Yohanes Soenarto |
spellingShingle |
Tian Abdul Aziz Supiat Supiat Yohanes Soenarto PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan absolute value pre-service teachers understanding mistakes secondary mathematics |
author_facet |
Tian Abdul Aziz Supiat Supiat Yohanes Soenarto |
author_sort |
Tian Abdul Aziz |
title |
PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE |
title_short |
PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE |
title_full |
PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE |
title_fullStr |
PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE |
title_full_unstemmed |
PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE |
title_sort |
pre-service secondary mathematics teachers’ understanding of absolute value |
publisher |
Universitas Negeri Yogyakarta |
series |
Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan |
issn |
0216-1370 2442-8620 |
publishDate |
2019-02-01 |
description |
This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private university in Jakarta City, Indonesia. Five of them were selected purposively and interviewed to gain deep information and confirm their written responses in the test. We find that most participants struggled with the absolute value task. There are inconsistencies of the definition of absolute value expressed by them. Besides, typical mistakes made are: (a) removal of absolute value bars; (b) focus heavily on rules; (c) conversion of absolute value bars to parentheses; (d) exclusion of number inside absolute value bars; (e) poor algebraic manipulation; and (f) inability to draw absolute value graph. Based on the findings, the most common cause of mistakes made by the participants is didactical contract in mathematics teaching and learning. Limitation and implications of the study are presented. |
topic |
absolute value pre-service teachers understanding mistakes secondary mathematics |
url |
https://journal.uny.ac.id/index.php/cp/article/view/21945 |
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