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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-303673
DOI: 10.25656/01:30367; 10.26529/cepsj.1368
URN: urn:nbn:de:0111-pedocs-303673
DOI: 10.25656/01:30367; 10.26529/cepsj.1368
| Originaltitel |
Assessing student teachers' ability in posing mathematical reasoning problems |
|---|---|
| Paralleltitel | Ocenjevanje zmožnosti študentov, bodočih učiteljev, pri zastavljanju problemov matematičnega sklepanja |
| Autoren |
Masriyah  ;
Kohar, Ahmad Wachidul ;
Rahaju, Endah Budi ;
Fardah, Dini Kinati;
Hanifah, Umi |
| Originalveröffentlichung | CEPS Journal 14 (2024) 2, S. 9-37  |
| Dokument | Volltext (358 KB) |
| Lizenz des Dokumentes |
|
| Schlagwörter (Deutsch) | Mathematisches Problem; Mathematisches Denken; Aufgabe; Problemstellung; Lösung <Math>; Lehramtsstudent; Bewertung; Empirische Untersuchung; Indonesien |
| Teildisziplin | Empirische Bildungsforschung Hochschulforschung und Hochschuldidaktik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Sprache | Englisch |
| Erscheinungsjahr | 2024 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Assessing student teachers' skills in posing mathematical reasoning problems within their experiences in teacher education is essential due to the increasing challenges for them to prepare for 21st-century learning. This study aims at investigating the quality of mathematical reasoning problems posed by student teachers. As many as 34 student teachers who attended an assessment lecture posed mathematical problems, where the three aspects; suitability of indicators with problems posed, the plausibility of the solution, the correctness of the solution, and language readability were used to assess the problems posed. Results indicate that more than 70% of the student-teacher participants were successful in posing reasoning problems - either objective or subjective questions - indicated by those which are in accordance with the established criteria although most of the posed problems are categorized as "analyze" problem, instead of "evaluate" or "create" problem. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2024 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 18.07.2024 |
| Quellenangabe | Masriyah; Kohar, Ahmad Wachidul; Rahaju, Endah Budi; Fardah, Dini Kinati; Hanifah, Umi: Assessing student teachers' ability in posing mathematical reasoning problems - In: CEPS Journal 14 (2024) 2, S. 9-37 - URN: urn:nbn:de:0111-pedocs-303673 - DOI: 10.25656/01:30367; 10.26529/cepsj.1368 |
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