Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
01.05.2009
Verlag
VDMSeitenzahl
268
Maße (L/B/H)
22/15/1,6 cm
Gewicht
415 g
Sprache
Englisch
ISBN
978-3-639-13230-4
This book reports on an empirical study in
developing an instructional sequence on decimals to
promote Indonesian pre-service teachers'' content and
pedagogical content knowledge on decimals. The study
was situated in the context of current reform effort
in adopting Realistic Mathematics Education (RME)
theory and looked into the role and issues of
incorporating RME tenets into the design of
activities for teacher education in Indonesia. The
study was carried out in two cycles of teaching
experiments involving 258 pre-service teachers in
one teacher training in Indonesia using
Design research methodology. Findings from the two
cycles signified the importance of revisiting and
improving pre-service teachers'' content and
pedagogical content knowledge of decimals. Pre-
service teachers'' knowledge on decimals in this
study were characterised as fragmented, with strong
reliance on rules without understanding, and strong
association with fractions. The nature of pre-
service teachers'' knowledge of decimals highlighted
a challenge in attending the guided reinvention
tenet of RME.
developing an instructional sequence on decimals to
promote Indonesian pre-service teachers'' content and
pedagogical content knowledge on decimals. The study
was situated in the context of current reform effort
in adopting Realistic Mathematics Education (RME)
theory and looked into the role and issues of
incorporating RME tenets into the design of
activities for teacher education in Indonesia. The
study was carried out in two cycles of teaching
experiments involving 258 pre-service teachers in
one teacher training in Indonesia using
Design research methodology. Findings from the two
cycles signified the importance of revisiting and
improving pre-service teachers'' content and
pedagogical content knowledge of decimals. Pre-
service teachers'' knowledge on decimals in this
study were characterised as fragmented, with strong
reliance on rules without understanding, and strong
association with fractions. The nature of pre-
service teachers'' knowledge of decimals highlighted
a challenge in attending the guided reinvention
tenet of RME.
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