Elementary Teachers’ Knowledge on Fraction Multiplication: An Anthropological Theory of the Didactic Approach

Zetra Hainul Putra

Abstract


This study aims to evaluate Indonesian in-service elementary teachers’ knowledge on fraction by their responses to contextual problems on multiplication of a fraction by a whole number (O1) and multiplication of a fraction by a fraction (O2). Fifty Indonesian in-service elementary teachers from Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological theory of the didactic (ATD), in particular praxeology, as a framework to analyse the data. The result showed that only 22% of Indonesian in-service elementary teachers have a satisfactory relation to O1 and 64% of them have succeeded on the problems related to O2.


Keywords


Anthropological theory of the didactic, fraction multiplication, in-service elementary teachers, contextual problems, praxeological reference models

Full Text:

PDF

References


Barbé, J., Bosch, M., Espinoza, L., & Gascón, J. (2005). Didactic restrictions on teachers practice – the case of limits of functions in Spanish high schools. Educational Studies in Mathematics, 59, 235-268.

Chevallard Y. (1992). Fundamental concepts in didactics: Perspectives provided by an anthropological approach. In: Douady R, Mercier A (eds) Research in Didactique of Mathematics. Selected Papers. La Pensée sauvage, Grenoble, France, pp 131-167.

Durand-Guerrier, V., Winsløw, C., & Yoshida, H. (2010). A model of mathematics teacher knowledge and a comparative study in Denmark, France and Japan. In Annales de Didactique et des Sciences Cognitives, 15, 147-172.

Isiksal, M., & Cakiroglu, E. (2011). The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fraction. Journal Mathematics Teacher Education, 14: 213 – 230.

Leung, I. K. C., & Carbone, R. E. (2013). Pre-service teachers’ knowledge about fraction division reflected through problem posing. The Mathematics Educator, 14, 80 – 92.

Luo, F. (2009). Evaluating the effectiveness and insights of pre-service elementary teachers’ abilities to construct word problems for fraction multiplication. Journal of Mathematics Education, 2(1), 83 – 98.

Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.

Putra, Z. H. (2016). Pengetahuan mahasiswa pedidikan guru sekolah dasar dalam merepresentasikan operasi pecahan dengan model persegi panjang. Jurnal Elemen, 2(1), 1–13.

Putra, Z. H., & Winsløw, C. (2018). Teachers’ collective knowledge: The case of equivalent fractions. In Journal of Physics: Conference Series (Vol. 1088). https://doi.org/10.1088/1742-6596/1088/1/012003

Putra, Z. H., & Witri, G. (2017). Anthropological theory of the didactic: A new research perspective on didactic mathematics in Indonesia, Jurnal Pendidikan Guru, 2(1), 221-227.

Tirosh, D. (2000). Enhancing prospective teacher’ knowledge of children’s conceptions: The case of division of fractions: Journal for Research in Mathematics Education, 31(1), 5 – 25.




DOI: http://dx.doi.org/10.33578/jtlee.v2i1.6964

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Zetra Hainul Putra

Journal of Teaching and Learning in Elementary Education (JTLEE)

©All rights reserved Printed in Indonesia.