PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY
##plugins.themes.bootstrap3.article.main##
Abstract
##plugins.themes.bootstrap3.article.details##
References
Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. Handbook of research on teaching, 4, 433-456.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of teacher education, 59(5), 389-407. doi:10.1177/0022487108324554
Cai, J., & Wang, T. (2010). Conceptions of effective mathematics teaching within a cultural context: Perspectives of teachers from China and the United States. Journal of Mathematics Teacher Education, 13(3), 265–287. doi:10.1007/s10857-009-91
Depdiknas. (2003). Pedoman Khusus Pengembangan Sistem Penilaian Berbasis Kompetensi SMP. Jakarta: Depdiknas.
Dosinaeng, W. B. N., Leton, S. I., & Lakapu, M. (2019). Kemampuan Mahasiswa dalam Menyelesaikan Masalah Matematis Berorientasi HOTS. JNPM (Jurnal Nasional Pendidikan Matematika), 3(2), 250-264. doi:10.33603/jnpm.v3i2.2197
Duffin, J. M., & Simpson, A. P. (2000). A Search for Understanding. Journal of Mathematical Behavior, 18(4), 415–427. doi:10.1016/S0732-3123(00)00028-6
Grover, B., & Connor, J. (2000). Characteristics of the College Geometry Course for Preservice Secondary Teachers. Journal of Mathematics Teacher Education. doi:10.1023/A:1009921628065
Harisman, Y., Kusumah, Y. S., Kusnandi, K., & Noto, M. S. (2019). the Teachers’ Experience Background and Their Profesionalism. Infinity Journal, 8(2), 129-142. doi:10.22460/infinity.v8i2.p129-142
Kasoka, D., Jakobsen, A., & Kazima, M. (2017). Preparing teachers for teaching: Does initial teacher education improve mathematical knowledge for teaching?. CERME 10, 01949148
Korn, J. (2014). Teaching Conceptual Understanding of Mathematics via a Hands-On Approach. 1–29.
Mwakapenda, W. (2004). Understanding student understanding in mathematics. Pythagoras, (60), 28-35. doi:10.4102/pythagoras.v0i60.124
Philipp, R. A., Ambrose, R., Lamb, L. L. C., Sowder, J. T., Schappelle, B. P., Sowder, L., Thanheiser, E., & Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438–476.
Reid, M. (2013). Mathematics Content Knowledge, Mathematics Teacher Efficacy, and Pedagogy. University of Calgary. doi:10.11575/PRISM/26840
Reid, M., & Reid, S. (2017). Learning to be a math teacher: What knowledge is essential? International Electronic Journal of Elementary Education, 9(4), 851–872.
Sowder, J. T. (2007). The mathematical education and development of teachers. Second handbook of research on mathematics teaching and learning, 1, 157-223.
Stylianides, A. J., & Stylianides, G. J. (2007). Learning mathematics with understanding: A critical consideration of the learning principle in the principles and standards for school mathematics. The Mathematics Enthusiast, 4(1), 103-114.
Thames, M., & Ball, D. (2010). What math knowledge does teaching require? Teaching Children Mathematics, 17(4), 220–229.
Vistro-yu, C. P. (2013). Cross-national studies on the teaching and learning of mathematics : where do we go from here ?. ZDM, 45(1), 145–151. doi:10.1007/s11858-013-0488-4