Pre-service Mathematics Teachers’ Design on Hypothetical Learning Trajectory

DOI

10.2991/aer.k.211215.069How to use a DOI?

Keywords

Pre-service; Teachers’ design; Hypothetical learning trajectory

Abstract

Inviting the students to actively be involved in developing knowledge is the main issue in mathematics education. The ability to deliver a good opportunity-to-learn task becomes important for mathematics teachers. Developing a hypothetical learning trajectory (HLT) has become the way for activating students’ learning involvement. This study aims to analyze the pre-service mathematics teachers’ design of HLT. This content analysis was carried out to analyze the quality of HLT developed by the participants who are second-year students enrolled in Realistic Mathematics Learning Course. The framework of analyzing HLT considering aspects of learning objectives, learning activities, and conjectures of the learning process, was used for analyzing the categorization of the HLT. Document analysis was used to obtain the data. The result suggests that pre-service teachers cannot consider the students thinking and their misconception to develop effective teaching strategies which are an important part of conjectured students’ thinking of HLT.

Copyright

© 2021 The Authors. Published by Atlantis Press International B.V.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Shofan Fiangga
AU  - Evangelista L. W. Palupi
AU  - Ahmad W. Kohar
AU  - Rooselyna Ekawati
AU  - Rini Setianingsih
PY  - 2021
DA  - 2021/12/16
TI  - Pre-service Mathematics Teachers’ Design on Hypothetical Learning Trajectory
BT  - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)
PB  - Atlantis Press
SP  - 401
EP  - 408
SN  - 2352-5401
UR  - https://doi.org/10.2991/aer.k.211215.069
DO  - 10.2991/aer.k.211215.069
ID  - Fiangga2021
ER  -