Thinking errors of pre-service mathematics teachers in solving mathematical modelling task
Abstract
Mathematical modelling is important. However, mathematics pre-service teachers often experience thinking errors in solving mathematical modelling task. This article aims to explore the thinking errors experienced by pre-service mathematics teachers in passing the mathematical modelling process. The explorative research was conducted by involving 21 mathematics pre-service teachers in East Java province, Indonesia. Data were obtained through a modelling task and interview. We have identified two of the most common thinking errors, that making inappropriate assumptions and failure in constructing a mathematical model that describes the real-world situation. The obstacles that cause these errors are they have not fully understood the problems faced and caught up in the routine problems they often get. Also, the verification process that should be used as a turning point for confirming the answers or improving answers has not been done optimally. We recommend providing sufficient scaffolding to mathematics pre-service teachers in understanding the problem, introducing non-routine problems in classroom learning, and optimizing verification of answers obtained to improve mathematical modelling abilities.
- Publication:
-
Journal of Physics Conference Series
- Pub Date:
- March 2019
- DOI:
- 10.1088/1742-6596/1188/1/012004
- Bibcode:
- 2019JPhCS1188a2004S