Understanding Philosophy of Mathematics Education Through Numeracy Task with the Context of Covid-19 Pandemic

DOI

10.2991/assehr.k.211229.027How to use a DOI?

Keywords

Philosophy of mathematics education; Numeracy; Covid-19 pandemic

Abstract

Philosophy as a science that studies general objects of knowledge needs to be introduced in various activities, such as solving problems related to numeracy in the context of the COVID-19 pandemic. Hence, this study aims to explore students’ understanding of the general philosophy of completing numeracy tasks. Data were collected from 59 student teacher candidates who studied the course of philosophy of mathematics education at the university in Surabaya, East Java, Indonesia. The numeration task is open-ended using the context of the COVID-19 pandemic. Descriptive analysis by grouping student answer models, and student responses in terms of epistemological, ontological, and axiological aspects related to numeracy tasks. The results of the analysis show that there are five solution models of the numeracy task made by students. While related to epistemology, students mentioned five views of the task, as for the ontological and axiological aspects, students mentioned three views.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

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

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TY  - CONF
AU  - Tatag Y. E. Siswono
AU  - Masriyah Masriyah
AU  - Shofan Fiangga
AU  - Ahmad W. Kohar
PY  - 2022
DA  - 2022/01/04
TI  - Understanding Philosophy of Mathematics Education Through Numeracy Task with the Context of Covid-19 Pandemic
BT  - Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)
PB  - Atlantis Press
SP  - 171
EP  - 175
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211229.027
DO  - 10.2991/assehr.k.211229.027
ID  - Siswono2022
ER  -