THE STATUS OF MATHEMATICS INSTRUCTION RELATED TO MATHEMATICS PROBLEM POSING FOR THE PRE-SERVICE TEACHERS, LECTURERS, AND MENTOR TEACHERS IN MATHEMATICS
DOI:
https://doi.org/10.14456/nrru-rdi.2022.13Keywords:
The status of mathematics instruction, Mathematics problem posing, Belief related to mathematics problem posing, Pre-service teachersAbstract
This study aims to investigate the status of mathematics instruction related to mathematics problem by focusing on: 1) the belief related to mathematics problem posing., 2) the ability of mathematics problem posing., and 3) the status of teaching and learning of the pre-service teachers, lecturers and mentor teachers. Samples were selected by purposive sampling method consisted of 45 second-semester pre-service teachers, 5 lecturers from the Bachelor of Education Program in Mathematics, Faculty of Education, Suratthani Rajabhat University, and 15 mentor teachers of 2018 academic year. The research instruments composed of: 1) the belief questionnaire related to mathematics problem posing, 2) the mathematical problem posing test, and 3) the interview forms on mathematics problem-posing instruction. Data were collected using questionnaire, test and interview forms which were passed the quality consideration by 3 experts (0.67≤ ≤1.00). The statistical data used were percentage, mean standard deviation and content analysis. The study showed that: 1) the belief related to mathematics problem posing of the pre-service teachers, lecturers and mentor teachers was good, 2) the problem-posing context was not dissimilar to the given problems, the language used was unclear, the problem-solving process was unsystematic, only one strategy was used to solve each problem, and the posed situation conditions were unrealistic, and 3) the pre-service teachers, lecturers and mentor teachers have misconceptions about and have little experiences in mathematics problem posing.
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