Primary teachers' knowledge for teaching ratio and proportion in mathematics

The case of Indonesia

Rooselyna Ekawati, Fou-Lai Lin, Kai-Lin Yang

Research output: Contribution to journalArticle

Abstract

In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK and MPCK instrument classified by item analysis and factor analysis. Three teachers' categories (Good, Middle, and Low) were established by cluster analysis methodology. The most teachers' challenge on MCK was figural representation. For MPCK, Indonesian teachers need more opportunity to learn the factor of Knowing students conceptual understanding. The state of teachers' MCK and MPCK and related components are worthy to suggest the design of Indonesian In-service Teachers Professional Development Program.

Original languageEnglish
Pages (from-to)513-533
Number of pages21
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume11
Issue number3
DOIs
Publication statusPublished - 2015 Jan 1

Fingerprint

Teacher Knowledge
Indonesia
Teaching
Proportion
mathematics
teacher
Professional Development
item analysis
Cluster analysis
Factor analysis
Cluster Analysis
Factor Analysis
Knowledge
cluster analysis
factor analysis
Education
Students
Methodology

Keywords

  • Indonesia
  • MCK
  • MPCK
  • Ratio and proportion
  • Teachers' professional development program

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

@article{c83fff000ff646c3b048a49c3aaaaab2,
title = "Primary teachers' knowledge for teaching ratio and proportion in mathematics: The case of Indonesia",
abstract = "In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK and MPCK instrument classified by item analysis and factor analysis. Three teachers' categories (Good, Middle, and Low) were established by cluster analysis methodology. The most teachers' challenge on MCK was figural representation. For MPCK, Indonesian teachers need more opportunity to learn the factor of Knowing students conceptual understanding. The state of teachers' MCK and MPCK and related components are worthy to suggest the design of Indonesian In-service Teachers Professional Development Program.",
keywords = "Indonesia, MCK, MPCK, Ratio and proportion, Teachers' professional development program",
author = "Rooselyna Ekawati and Fou-Lai Lin and Kai-Lin Yang",
year = "2015",
month = "1",
day = "1",
doi = "10.12973/eurasia.2015.1354a",
language = "English",
volume = "11",
pages = "513--533",
journal = "Eurasia Journal of Mathematics, Science and Technology Education",
issn = "1305-8215",
publisher = "Moment Publications",
number = "3",

}

TY - JOUR

T1 - Primary teachers' knowledge for teaching ratio and proportion in mathematics

T2 - The case of Indonesia

AU - Ekawati, Rooselyna

AU - Lin, Fou-Lai

AU - Yang, Kai-Lin

PY - 2015/1/1

Y1 - 2015/1/1

N2 - In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK and MPCK instrument classified by item analysis and factor analysis. Three teachers' categories (Good, Middle, and Low) were established by cluster analysis methodology. The most teachers' challenge on MCK was figural representation. For MPCK, Indonesian teachers need more opportunity to learn the factor of Knowing students conceptual understanding. The state of teachers' MCK and MPCK and related components are worthy to suggest the design of Indonesian In-service Teachers Professional Development Program.

AB - In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK and MPCK instrument classified by item analysis and factor analysis. Three teachers' categories (Good, Middle, and Low) were established by cluster analysis methodology. The most teachers' challenge on MCK was figural representation. For MPCK, Indonesian teachers need more opportunity to learn the factor of Knowing students conceptual understanding. The state of teachers' MCK and MPCK and related components are worthy to suggest the design of Indonesian In-service Teachers Professional Development Program.

KW - Indonesia

KW - MCK

KW - MPCK

KW - Ratio and proportion

KW - Teachers' professional development program

UR - http://www.scopus.com/inward/record.url?scp=84930584633&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84930584633&partnerID=8YFLogxK

U2 - 10.12973/eurasia.2015.1354a

DO - 10.12973/eurasia.2015.1354a

M3 - Article

VL - 11

SP - 513

EP - 533

JO - Eurasia Journal of Mathematics, Science and Technology Education

JF - Eurasia Journal of Mathematics, Science and Technology Education

SN - 1305-8215

IS - 3

ER -