Developing pre-service mathematics teachers’ curriculum knowledge for designing mathematics lesson: A professional development model

Authors

DOI:

https://doi.org/10.23917/jramathedu.v8i1.2295

Keywords:

Curriculum knowledge, Pre-service Teacher, Innovative teacher , Professional development program

Abstract

This paper aims to describe an innovative Teacher Professional Development Program (TPDP) to develop pre-service mathematics teachers’ curriculum knowledge. The participants of this study were eighteen pre-service mathematics teachers who have not learned about curriculum as a course in their teacher education program. Two different instruments to measure Pre-Service Teacher Curriculum Knowledge in the domain of statistics and algebra were delivered before and after the TPDP. The innovative TPDP for pre-service teachers in this study considered the current school mathematics curriculum as an entry object of learning. Furthermore, the triangle object such as the development of curriculum among countries, essential mathematics content, as well as designing lessons were elaborated in the model. The developed TPDP and pre-service teachers' lesson designs were described and analyzed qualitatively to see the pre-service teachers' curriculum knowledge. The result of the study shows that there is an improvement in Pre-Service Teachers' Curriculum Knowledge in almost all the components of Curriculum Knowledge, except basic skills and concepts. This implies that for designing a lesson plan, pre-service mathematics teachers need to carefully understand the school mathematics structure as a whole in a brief before the basic competence is reviewed.

References

An, S., Kulm, G., & Wu, Z. (2004). The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172. https://doi.org/10.1023/b:jmte.0000021943.35739.1c

Ariffin, N. A. N., Ramli, N., Badrul, N. M. F. H. N., Yusof, Y., & Suparlan, A. (2022). Effectiveness of gamification in teaching and learning mathematics. Journal on Mathematics Education, 13(1), 173-190. https://doi.org/10.22342/jme.v13i1.pp173-190

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554

Basturk, S., & Donmez, G. (2011). Examining pre-service teachers’ pedagogical content knowledge with regard to curriculum knowledge. International Online Journal of Education Sciences, 3(2), 743-775. https://www.acarindex.com/dosyalar/makale/acarindex-1423904396.pdf

Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms’. In M. Cochran-Smith & K. Zeichner (Eds.). Studying teacher education: The report of the American Educational Research Association panel on research and teacher education, 37-68. https://doi.org/10.4324/9780203864043

Choppin, J. (2011). Learned adaptations: Teachers’ understanding and use of curriculum resources. Journal of mathematics teacher education, 14(5), 331-353. https://doi.org/10.1007/s10857-011-9170-3

Clements, D. H., & Sarama, J. (2012). Learning trajectories in mathematics education. In Hypothetical Learning Trajectories (pp. 81-90). Routledge. https://doi.org/10.4324/9780203063279

Ekawati, R., & Lin, F.L. (2013, March 17-22). Indonesian primary school teachers’ challenge in learning rme’s teaching approach [Conference session]. 6th East Asia Regional Conference on Mathematics Education (EARCOME6), Phuket, Thailand. http://repository.unesa.ac.id/sysop/files/2019-04-30seminter2%20roos.pdf

Ekawati, R., & Lin, F.-L. (2014). Designing teacher professional development for mathematics teaching with variation theory. Journal on Mathematics Education, 5(2), 127-137. https://doi.org/10.22342/jme.5.2.1497.127-137

Ekawati, R., Lin, F., & Yang, K. (2018). The enactment of mathematics content knowledge and mathematics pedagogical content knowledge in teaching practice of ratio and proportion: a case of two primary. IOP Conference Series: Materials Science and Engineering, 288(1), 1-9. https://doi.org/10.1088/1757-899X/288/1/012122

Gökkurt, B., Şahin, Ö., Erdem, E., Başıbüyük, K., & Soylu, Y. (2015). Investigation of pedagogical content knowledge of middle school prospective mathematics teachers on the cone topic in terms of some components. Journal of Cognitive and Education Research, 1(1), 18-40.

Government of Indonesia (GoI). (2005). Undang-undang (UU) tentang Guru dan Dosen (The Law No. 14 of 2005 in Indonesia concerning Teachers and Lecturers), https://peraturan.bpk.go.id/Home/Details/40266/uu-no-14-tahun-2005

Grieser, D. R. & Hendricks, K. S. (2018). Review of literature: pedagogical content knowledge and string teacher preparation. National Association for Music Education, 1-7. https://doi.org/10.1177/8755123318760970

Hossein-Mohand, H., Trujillo-Torres, J. M., Gómez-García, M., Hossein-Mohand, H., & Campos-Soto, A. (2021). Analysis of the use and integration of the flipped learning model, project-based learning, and gamification methodologies by secondary school mathematics teachers. Sustainability, 13(5), 2606. https://doi.org/10.3390/su13052606

Lannin, J. K., Webb, M., Chval, K., Arbaugh, F., Hicks, S., Taylor, C., & Bruton, R. (2013). The development of beginning mathematics teacher pedagogical content knowledge. Journal of Mathematics Teacher Education, 16(6), 403-426. https://doi.org/10.1007/s10857-013-9244-5

Malambo, P. (2020). Pre-service mathematics teachers’ nature of understanding of the tangent function. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 105-118. https://doi.org/10.23917/jramathedu.v5i2.10638

Marbán, J. M., & Sintema, E. J. (2020). Pre-service secondary teachers’ knowledge of the function concept: A cluster analysis approach. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(1), 38-53. https://doi.org/10.23917/jramathedu.v5i1.9703

Ministry of Education (MoE). (2020). Tanya Jawab Kurikum Merdeka (Q& A of Freedom Curriculum in Indonesia). Jakarta: Ministry of Education. https://ditpsd.kemdikbud.go.id/upload/filemanager/download/kurikulum-merdeka/Tanya%20jawab%20Kurikulum%20Merdeka%20Fin%20(1).pdf

Niemelä, M. A., & Tirri, K. (2018). Teachers’ knowledge of curriculum integration: A current challenge for Finnish subject teachers. Contemporary pedagogies in teacher education and development, 119-132. https://doi.org/10.5772/intechopen.75870

Odumosu. (2018). Teachers’ content and pedagogical knowledge on students’ achievement in algebra. International Journal of Education and Research, 6(3), 83-94. https://www.ijern.com/journal/2018/March-2018/11.pdf

Pérez-Ordás, R., Nuviala, A., Grao-Cruces, A., & Fernández-Martínez, A. (2021). Implementing service-learning programs in physical education; teacher education as teaching and learning models for all the agents involved: A systematic review. International Journal of Environmental Research and Public Health, 18(2), 669. https://doi.org/10.3390/ijerph18020669

Remillard, J., & Kim, O. K. (2017). Knowledge of curriculum embedded mathematics: Exploring a critical domain of teaching. Educational Studies in Mathematics, 96(1), 65-81. https://doi.org/10.1007/s10649-017-9757-4

Sahin, O. & Soylu, Y. (2017). Examining development of curriculum knowledge of prospective mathematics teachers. Journal of Education and Practice, 8(2), 142-152. https://files.eric.ed.gov/fulltext/EJ1131599.pdf

Sahin, O., Erdem, E., Basibuyuk, K., Gokkurt, B., & Soylu, Y. (2014). Examining the development of secondary mathematics teachers' pedagogical content knowledge on numbers. Turkish Journal of Computer and Mathematics Education, 5(3), 207-230. https://doi.org/10.16949/turcomat.70599

Schmidt, W. H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in teacher preparation: an international context. Journal of Teacher Education, 62(2), 138-153. https://doi.org/10.1177/0022487110391987

Shetu, S. F., Rahman, M. M., Ahmed, A., Mahin, M. F., Akib, M. A. U., & Saifuzzaman, M. (2021). Impactful e-learning framework: A new hybrid form of education. Current Research in Behavioral Sciences, 2, 100038. https://doi.org/10.1016/j.crbeha.2021.100038

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Research, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Sothayapetch, P. (2013). Primary school teachers' interviews regarding pedagogical content knowledge (PCK) and general pedagogical knowledge (GPK). European Journal of Science and Mathematics Education, 1(2), 84-104. https://doi.org/10.30935/scimath/9390

Sin, K. K. T. (2021). Curriculum Development as a Tool for Professional Development: Teacher Learning Through Collaboration and Communication. GiLE Journal of Skills Development, 1(2), 29-43. https://doi.org/10.52398/gjsd.2021.v1.i2.pp29-43

Visnovska, J., Cobb, P., & Dean, C. (2011). Mathematics Teachers as Instructional Designers: What Does It Take? From Text to “Lived” Resources, 323–341. https://doi.org/10.1007/978-94-007-1966-8_17

Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28. https://doi.org/10.3102/0013189X11431010

Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79-91. https://doi.org/10.1016/j.compedu.2017.06.012

Widodo, A. (2017). Teacher Pedagogical Content Knowledge (PCK) and Students' Reasoning and Wellbeing. Journal of Physics, 812(1), 1-7. https://doi.org/10.1088/1742-6596/812/1/012119

Xiong, Y. (2021). The Development of the Project-based-learning Teaching Method. In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021) (pp. 886-890). Atlantis Press. https://doi.org/10.2991/assehr.k.210806.168

Yunianto, W., Prahmana, R.C.I., & Crisan, C. (2021). Indonesian Mathematics Teachers’ Knowledge of Content and Students of Area and Perimeter of Rectangle. Journal on Mathematics Education, 12(2), 223-238. http://doi.org/10.22342/jme.12.2.13537.223-238

Downloads

Submitted

2023-07-21

Published

2023-01-30

How to Cite

Ekawati, R., Palupi, E. L. W., Kohar, A. W., & Putri, H. R. (2023). Developing pre-service mathematics teachers’ curriculum knowledge for designing mathematics lesson: A professional development model . JRAMathEdu (Journal of Research and Advances in Mathematics Education), 8(1), 60–73. https://doi.org/10.23917/jramathedu.v8i1.2295

Issue

Section

Articles