Pre-service teacher's pedagogical content knowledge: What teachers know about students' errors?

Content knowledge is one of the important aspect for the improvement of teaching and learning, attention to its development and study has been conducted frequently. This study was intended to explore the pedagogical content knowledge of mathematics pre-service teachers in Indonesia. This descriptive...

Full description

Saved in:
Bibliographic Details
Published inJournal of physics. Conference series Vol. 1581; no. 1; pp. 12006 - 12011
Main Authors Setyaningrum, W, Mahmudi, A, Murdanu
Format Journal Article
LanguageEnglish
Published Bristol IOP Publishing 01.07.2020
Subjects
Colleges & universities
Mathematical analysis
Mathematics
Pedagogy
Physics
Students
Teachers
Online AccessGet full text

Cover

More Information
Summary:Content knowledge is one of the important aspect for the improvement of teaching and learning, attention to its development and study has been conducted frequently. This study was intended to explore the pedagogical content knowledge of mathematics pre-service teachers in Indonesia. This descriptive qualitative study involving twenty five pre-service teachers enrolled in mathematics education department in one university in Yogyakarta. The collected data of the pedagogical content knowledge were examined by using descriptive analysis. This study revealed that many pre-service mathematics teachers could identify students' errors. Nevertheless, they struggle to provide alternate ways to minimize the errors. The possible reasons behind these findings are discussed.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/1581/1/012006