Exploring high school teacher’s design of rich algebra tasks
The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | Indonesian |
| Published: |
Universitas Hamzanwadi
2023-01-01
|
| Series: | Jurnal Elemen |
| Subjects: | |
| Online Access: | http://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/5851 |
| _version_ | 1797969948198305792 |
|---|---|
| author | Ajeng Gelora Mastuti Lydia Lia Prayitno |
| author_facet | Ajeng Gelora Mastuti Lydia Lia Prayitno |
| author_sort | Ajeng Gelora Mastuti |
| collection | DOAJ |
| description | The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties. |
| first_indexed | 2024-04-11T03:10:23Z |
| format | Article |
| id | doaj.art-3764b0afec604ff595a92a7ef39dde4a |
| institution | Directory Open Access Journal |
| issn | 2442-4226 |
| language | Indonesian |
| last_indexed | 2024-04-11T03:10:23Z |
| publishDate | 2023-01-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj.art-3764b0afec604ff595a92a7ef39dde4a2023-01-02T11:49:41ZindUniversitas HamzanwadiJurnal Elemen2442-42262023-01-019111410.29408/jel.v9i1.58512470Exploring high school teacher’s design of rich algebra tasksAjeng Gelora Mastuti0Lydia Lia Prayitno1Department of Mathematics Education, IAIN Ambon, MalukuDepartment of Mathematics Education, Universitas PGRI Adi Buana Surabaya, East JavaThe phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties.http://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/5851high schools teachers'rich algebra taskstasks design |
| spellingShingle | Ajeng Gelora Mastuti Lydia Lia Prayitno Exploring high school teacher’s design of rich algebra tasks Jurnal Elemen high schools teachers' rich algebra tasks tasks design |
| title | Exploring high school teacher’s design of rich algebra tasks |
| title_full | Exploring high school teacher’s design of rich algebra tasks |
| title_fullStr | Exploring high school teacher’s design of rich algebra tasks |
| title_full_unstemmed | Exploring high school teacher’s design of rich algebra tasks |
| title_short | Exploring high school teacher’s design of rich algebra tasks |
| title_sort | exploring high school teacher s design of rich algebra tasks |
| topic | high schools teachers' rich algebra tasks tasks design |
| url | http://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/5851 |
| work_keys_str_mv | AT ajenggeloramastuti exploringhighschoolteachersdesignofrichalgebratasks AT lydialiaprayitno exploringhighschoolteachersdesignofrichalgebratasks |