pp. 243-264 | Article Number: iejme.2017.010
Published Online: May 29, 2017
Article Views: 207 | Article Download: 278
This study aimed to obtain a description of the factors that influenced the knowledge development of teaching mathematics and mathematical beliefs owned by the students of prospective primary school teacher. The subjects of this study were 69 students of prospective primary school teacher in the second year that joined with the course of mathematics learning. The method used was quantitative descriptive method in which data collection techniques used tests, questionnaires and interviews. The results showed that the students of prospective primary school teacher had several factors that affected the test results of the mathematical knowledge for teaching and mathematical beliefs they had. The type of the highest mathematical beliefs, i.e. constructivist, began to emerge in two prospective primary school teachers who had the test results of the knowledge of teaching mathematics in the high category, with an educational background of vocational school and high school in social studies field.
Keywords: factors, mathematical knowledge for teaching, mathematical beliefs, prospective primary teachers
Ambrose, R. (2004). Initiating Change in Prospective Primary School Teachers’ Orientations to Mathematics Teaching by Building on Beliefs. Journal of Mathematics Teacher Education, 7, pp.91–119.
Arikunto, S. (2005). Dasar-DasarEvaluasiPendidikan. Jakarta: Bumi Aksara.
Ball, D. (1990). The Mathematical Understandings that Prospective Teachers bring to Teacher Education. Primary School Journal, 90, pp. 449-466.
Ball, D. (2000). Bridging Practices: Intertwining Content and Pedagogy in Teaching and Learning to Teach. Journal of Teacher Education, 51 (3), pp. 241-247.
Ball, D., & Bass, H. (2009). With an Eye on the Mathematics Horizon: Knowing Mathematics for Teaching to Learners’ Mathematics Futures. Paper is Based on a Keynote Address at The 43rdJahrestagung für Didaktik der Mathematik Held in Oldenburg, Germany, March 1 – 4, 2009.
Ball, D., Hill, H. C., & Bass, H. (2005). Knowing Mathematics for Teaching: Who Knows Mathematics Well Enough to Teach Third Grade, and How Can We Decide? Journal of the American Federation of Teachers, pp. 14-22.
Ball, D., Thames, M., & Phelps, G. (2008). Content Knowledge for Teaching What Makes It Special? Journal of Teacher Education, 59 (5), pp. 389-407.
Bicer, A., Capraro, M., Capraro, R. (2013) The Effects of Parents’ SES and Education Level on Students’ Mathematics Achievement: Examining the Mediation Effects of Parental Expectations and Parental Communication. The Online Journal of New Horizon in Education, Vol 3, Issue 4.
Bornstein, M. H., & Bradley, R., H. (2003). Socioeconomic Status, Parenting, and Child Development. New Jersey: Lawrence Erlbaum Associates, Inc.
Brakoniecki, A. (2009). Mathematics Knowledge For Teaching Exhibited By Preservice Teachers Responding To Mathematics And Pedagogical Contexts. Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University.
Cheang W. K., Yeo K. J., Chan C. , Lim-Teo S. K., Chua K. G., & Ng L. E. (2007). Development of Mathematics Pedagogical Content Knowledge in Student Teachers. The Mathematics Educator, 10 (2), pp. 27-54.
Choo, T.L., & Darling-Hammond, L. (2011). Creating Effective Teachers and Leaders in Singapore In Linda Darling-Hammond and Robert Rothman, eds., Teacher and Leader Effectiveness in High-Performing Education Systems. Washington, DC: Alliance for Excellent Education and Stanford, CA: Stanford Center for Opportunity Policy in Education
Corcoran, T. (1995). Helping Teachers Teach Well: Transforming Professional Development. CPRE Policy Briefs. RB-16 June 1995.
Demir, I., Kilic, S., & Unal, H. (2010). Effects of Students’ and Schools’ Characteristics on Mathematics Achievement: Findings from PISA 2006, Procedia social and Behavioral Science, 2, pp. 3099-3103.
Ernest. (1989). Impact of Beliefs on the Teaching of Mathematics’, in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London: Falmer Press, pp. 249-254.
Eynde, P., Corte, E., & Verschaffel, L. (2002). Framing Students' Mathematics-Related Beliefs.Leder, G., Pehkonen, E., Törner, G. (Eds.), Beliefs: A Hidden Variable in Mathematics Education?(pp.13-37). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Goldrick-Rab, S., Harris, D., &Trostel, P. (2009). Why Financial Aid Matters (or Does Not) for College Success: Toward a New Interdisciplinary Perspective. In Higher Education: Handbook of Theory and Research, Smart, J. (Editor), Springer, Volume 24.
Guo, G., & Harris, K. M. (2000) The Mechanism Mediating the Effects of Poverty on Children’s Intellectual Development, Demography, 37, pp. 431-447.
Hill, H.C,, Ball, D.L., & Schilling, S.G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students. Journal for Research in Mathematics Education, 39 (4), pp. 372-400.
Leder, G., Pehkonen, E., & Törner, G. (2002). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht, The Netherlands: Kluwer Academic Publishers.
Luft, J., & Roehirg, G. (2007). Capturing Science Teachers’ Epistemological Beliefss: The Development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11 (2), pp. 38-63.
Ma, L. (1999). Knowing and teaching Primary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, N.J: Lawrence Erlbaum Associates.
McLeod, D. (1992). Research on Affect in Mathematics Education: a Reconceptualization. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning. New York: MacMillan Publishing Company.
McLeod, D., B., & McLeod, S., H. (2002). Synthesis - Beliefs and Mathematics Education: Implications for Learning, Teaching, and Research. In Leder, G., Pehkonen, E., Törner, G. Beliefss: A Hidden Variable in Mathematics Education? Kluwer Academic Publishers.
Mosvold, R., &Fauskanger, J. (2013).Teachers’ Beliefs about Mathematical Knowledge for Teaching Definitions. International Electronic Journal of Mathematics Education, 8 (2), pp. 43-61.
Mushtaq, I., Khan, S.N. (2012). Factors Affecting Students’ Academic Performance.Global Journal of Management and Business Research, 12 (9), pp. 17-22.
Noble, J., Roberts, L., & Sawyer, L. (2006). Student Achievement, Behavior, Perceptions, and other Factors Affecting ACT Scores. ACT Research Report Series 2006 - 1. http://www.act.org/research/researchers/reports/pdf/ ACT_RR2006-1.pdf (20 Juni 2015).
Northcote, M. (2009). Educational Beliefs of Higher Education Teachers and Students: Implications for Teacher Education. Australian Journal of Teacher Education, 34 (3), pp. 69-81.
Novikasari, I. (2013). Analisis Kompetensi Matematika Kelas IV di dalam Kurikulum 2013. MakalahDiseminarkan di P4TK Yogyakarta, November 2013.
Okioga, C., K. (2013). The Impact of Students’ Socio-economic Background on Academic Performance in Universities, a Case of Students in Kisii University College.American International Journal of Social Science, Vol.2 (2), pp. 38-46.
Petrou, M., &Goulding, M. 2011. Conceptualizing Teachers’ Mathematical Knowledge in Teaching. In Rowland, T & Ruthven, K (Ed.), Mathematical Knowledge in Teaching. www.springer.com (15 November 2014).
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). United States: Information Age Publishing.
Powell, A. ,& Hanna, E. (2006). Understanding Teachers’ Mathematics Knowledge for Teaching: A Theoretical and Methodological Approach. Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, 4, pp. 369-376.
Raymond, A. (1997). Inconsistency between a beginning Primary teacher’s mathematics beliefs and practice.Journal for Research in Mathematics Education, 28(5), 555-576
Schmidt, W., & Kennedy, M. (1990). Teachers' and Teacher Candidates' Beliefs About Subject Matter and about Teaching Responsibilities. Michigan: The National Center for Research on Teacher Education.
Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching Mathematics. In D. Tirosh& T. Wood (Eds.), The international handbook of mathematics teacher education: Tools and processes in mathematics teacher education. Rotterdam: Sense Publishers.
Shalberg, Pasi. (2011). Developing Effective Teachers and School Leaders: The Case of Finland In Linda Darling-Hammond and Robert Rothman, eds., Teacher and Leader Effectiveness in High-Performing Education Systems. Washington, DC: Alliance for Excellent Education and Stanford, CA: Stanford Center for Opportunity Policy in Education
Somayajulu, R. B. (2012). Building Pre-Service Teacher’s Mathematical Knowledge for Teaching of High School Geometry. Dissertation: The Ohio State University.
Starkey, P., & Klein, A. (2000). Fostering Parental for Children’s Mathematical Development. Early Education & Development, 11 (5), pp. 659-680
Sudjana.(2005). Penilaian Hasil Proses BelajarMengajar.Bandung: Rosdakarya.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
Topkaya, E.Z., Uztosun, M., S. (2012). Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey. Journal of Language Teaching and Research, 3 (1), pp. 126-134.
Törner, G., & Pehkonen, E. (1999). Teachers‘ Beliefs on Mathematics Teaching– comparing different self-estimation methods a case study. http://www.uni-duisburg.de/FB11/PROJECTS/MAVI.html (20February 2014).
Wayt, l. (2012). The Impact of Students’ Academic and Social Relationships on College Student Persistence. Thesis: University of Nebraska.
Welder, R., &Simonsen, L. (2011). Primary teachers’ mathematics knowledge for teaching prerequisite algebra concepts.IUMPST: The Journal. Vol 1, January, 2011.
Zerpa, C., Kajander, A., Van Barneveld, C. (2009). Factors That Impact Preservice Teachers’ Growth In Conceptual Mathematical Knowledge During A Mathematics Methods Course. International Electronic Journal of Mathematics Education, Vol.4, No.2, pp. 57-76.