Model eliciting activities in mathematics learning: Epistemological beliefs

Vera Dewi Susanti; Rochmad Rochmad; Isnarto Isnarto; Sebastian Fedi; Ririn Hutneriana

doi:10.25273/jems.v9i2.10676

Model eliciting activities in mathematics learning: Epistemological beliefs

Vera Dewi Susanti, Rochmad Rochmad, Isnarto Isnarto, Sebastian Fedi, Ririn Hutneriana

Abstract

This study aims to determine epistemological beliefs, beliefs in learning mathematics with eliciting activities model, and the relationship between the two on prospective mathematics teachers. Quantitative research method using a survey, which was conducted on 52 students of prospective mathematics teachers. Data collection is done by using a questionnaire. This study uses a questionnaire from TEDS-M which investigates the beliefs of prospective mathematics teachers about teaching mathematics. Data analysis will be carried out quantitatively, both descriptively and by correlation. The results showed that 1) mathematics teacher candidates had mixed beliefs, namely static and dynamic, but more static beliefs about the dominant mathematical epistemology: 2) The application of eliciting activities model learning, mathematics teacher candidates had mixed beliefs, namely conventional and constructive, but more on dominant constructivist beliefs and 3) practical implications for prospective mathematics teachers and the application of learning models must begin with testing or understanding the beliefs of prospective mathematics teachers regarding the epistemology of mathematics.

Keywords

Mathematics learning, Model eliciting activities, Epistemological beliefs

Full Text:

PDF

References

Akhmad, G. P. A., & Dr. Masriyah, M. P. (2014). EFEKTIVITAS PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN MODEL-ELICITING ACTIVITIES (MEAs) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DI KELAS VII-A SMP NEGERI 1 LAMONGAN. Jurnal Ilmiah Pendidikan Matematika, 3(2), 97–102.

Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127–147. https://doi.org/10.1007/s10649-011-9333-2

Cephe, P. T., & Yalcin, C. G. (2015). Beliefs about Foreign Language Learning: The Effects of Teacher Beliefs on Learner Beliefs. The Anthropologist, 19(1), 167–173. https://doi.org/10.1080/09720073.2015.11891651

Chamberlin, S. A., & Moon, S. M. (2005). Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians. Journal of Secondary Gifted Education, 17(1), 37–47. https://doi.org/10.4219/jsge-2005-393

Chan, K.-W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. https://doi.org/10.1016/j.tate.2004.09.002

Döhrmann, M., Kaiser, G., & Blömeke, S. (2014). The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M (pp. 431–456). https://doi.org/10.1007/978-94-007-6437-8_20

Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. Mathematics Teaching: The State of the Art.

Felbrich, A., Kaiser, G., & Schmotz, C. (2012). The cultural dimension of beliefs: an investigation of future primary teachers’ epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM, 44(3), 355–366. https://doi.org/10.1007/s11858-012-0418-x

Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal Für Mathematik-Didaktik, 19(1), 3–45. https://doi.org/10.1007/BF03338859

Istianah, E. (2013). Meningkatkan Kemampuan Berpikir Kritis Dan Kreatif Matematik Dengan Pendekatan Model Eliciting Activities (Meas) Pada Siswa Sma. Infinity Journal, 2(1), 43. https://doi.org/10.22460/infinity.v2i1.23

Kohar, A. W., Hartono, S., Rosyidi, A. H., Kurniasari, I., Karim, K., & Siswono, T. Y. E. (2019). Examining Teacher Mathematics-related Beliefs and Problem-solving Knowledge for Teaching: Evidence from Indonesian Primary and Secondary Teachers. Lnternational Electronic Journal of Elementary Education, 11(5), 493–506. https://doi.org/10.26822/iejee.2019553346

McGrath, C., Palmgren, P. J., & Liljedahl, M. (2019). Twelve tips for conducting qualitative research interviews. Medical Teacher, 41(9), 1002–1006. https://doi.org/10.1080/0142159X.2018.1497149

Noordyana, M. A. (2018). Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa melalui Pendekatan Metacognitive Instruction. Mosharafa: Jurnal Pendidikan Matematika, 5(2), 120–127. https://doi.org/10.31980/mosharafa.v5i2.267

Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing Students’ Mathematics-Related Beliefs. In Beliefs: A Hidden Variable in Mathematics Education? (pp. 13–37). Springer Netherlands. https://doi.org/10.1007/0-306-47958-3_2

Pane, N., Syahputra, E., & Mulyono, M. (2017). Model-Eliciting Activities Approach as a Tool to Improve Creative Thinking Skills and Self-Confidence. January. https://doi.org/10.2991/aisteel-17.2017.85

Purnomo, Y. (2017). The Complex Relationship between Teachers’ Mathematics-related Beliefs and Their Practices in Mathematics Class. The New Educational Review, 47(1), 200–210. https://doi.org/10.15804/tner.2017.47.1.16

Purnomo, Y. W., Aziz, T. A., Pramudiani, P., Darwis, S., & Suryadi, D. (2018). Potential characteristics that relate to teachers mathematics-related beliefs. Journal of Physics: Conference Series, 948, 012062. https://doi.org/10.1088/1742-6596/948/1/012062

Rusliah, N., Handican, R., Laswadi, Deswita, R., & Oktafia, M. (2021). Mathematical problem-solving skills on relation and function through Model-Eliciting Activities (MEAs). Journal of Physics: Conference Series, 1778(1). https://doi.org/10.1088/1742-6596/1778/1/012016

Sahin-Yilmaz, A., & Naclerio, R. M. (2011). Anatomy and physiology of the upper airway. Proceedings of the American Thoracic Society, 8(1), 31–39. https://doi.org/10.1513/pats.201007-050RN

Sheehy, K., Budiyanto, Kaye, H., & Rofiah, K. (2019). Indonesian teachers’ epistemological beliefs and inclusive education. Journal of Intellectual Disabilities, 23(1), 39–56. https://doi.org/10.1177/1744629517717613

Siswono, T. Y. E., Kohar, A. W., Kurniasari, I., & Astuti, Y. P. (2016). An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving. Journal of Physics: Conference Series, 693, 012015. https://doi.org/10.1088/1742-6596/693/1/012015

Stohlmann, M., Cramer, K., Moore, T., & Maiorca, C. (2014). Changing Pre-service Elementary Teachers ’ Beliefs about Mathematical Knowledge. Mathematics Teacher Education and Development, 16, 4–24.

Susanti, V. D., Krisdiana, I., & Adamura, F. (2020). Students’ mathematical critical thinking reviewed from self-regulated learning. Journal of Physics: Conference Series, 1613(1). https://doi.org/10.1088/1742-6596/1613/1/012008

Tamba, K. P., & Cendana, W. (2021). The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 40. https://doi.org/10.25273/pe.v11i1.8311

Tatto, M. (2020). Teacher Education Development Study-Mathematics (TEDS-M). In Encyclopedia of Mathematics Education (pp. 828–834). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_151

Ünlü, M., & Aktaş, G. S. (2013). Beliefs’ of Pre-service Elementary Mathematics Teachers’ and Mathematics Department Students’ about Mathematics. Procedia - Social and Behavioral Sciences, 93, 742–746. https://doi.org/10.1016/j.sbspro.2013.09.273

Van Zoest, L. R., Jones, G. A., & Thornton, C. A. (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37–55. https://doi.org/10.1007/BF03217261

Wang, T.-Y., & Hsieh, F.-J. (2014). The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs (pp. 255–277). https://doi.org/10.1007/978-94-007-6437-8_12

Xenofontos, C. (2018). Greek-Cypriot elementary teachers’ epistemological beliefs about mathematics. Teaching and Teacher Education, 70, 47–57. https://doi.org/10.1016/j.tate.2017.11.007

Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM, 52(2), 281–294. https://doi.org/10.1007/s11858-020-01145-x

Yildirim, T. P., Shuman, L., & Besterfield-Sacre, M. (2010). Model-Eliciting Activities: Assessing engineering student problem solving and skill integration processes. International Journal of Engineering Education, 26(4), 831–845.

Yoppu Wahyu Purnomo, Didi Suryadi, & Sutawanir Darwis. (2016). Examining pre-service elementary school teacher beliefs and instructional practices in mathematics class. International Electronic Journal of Elementary Education, 8(4), 629–642.