Lecture Design for Strengthening Concepts Understanding of School Mathematics for Prospective Teachers

DOI

10.2991/assehr.k.200323.132How to use a DOI?

Keywords

lecture design, concept, prospective teachers

Abstract

This study aims to produce lecture design for school mathematics courses. The impact of this research is strengthening to understanding of concepts for prospective teacher. The true concept is absolutely necessary so that it isn’t wrong to solve the problems. If there is a conceptual error, the following errors will occur at a higher level. One of the factors causing misconception is the way teachers teach. Therefore prospective teacher must master the concept well and be able to teach it appropriately. This study uses a research and development approach that refers to stages developed by Borg and Gall (1983). There are 7 steps in this study, namely: (1) preliminary study, (2) planning research, (3) initial design development, (4) limited field testing, (5) revision of field test results, (6) main field test, (7) revision the main field test. There are ten prospective teachers as subjects. The results showed that lecture design with a topic test model was able to improve understanding of concepts, so that conceptual errors could be avoided. In this model, we can find out the causes of conceptual errors experienced by each prospective teacher. This research produces one way to design of lecturing that has steps: summarize presentation, written test, oral test, and microteaching.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zainal Abidin
AU  - Kurnia Noviartati
PY  - 2020
DA  - 2020/03/25
TI  - Lecture Design for Strengthening Concepts Understanding of School Mathematics for Prospective Teachers
BT  - Proceedings of the International Conference on Progressive Education (ICOPE 2019)
PB  - Atlantis Press
SP  - 266
EP  - 270
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200323.132
DO  - 10.2991/assehr.k.200323.132
ID  - Abidin2020
ER  -