PROSPECTIVE MATHEMATICS TEACHERS’ MATHEMATIZATION COMPETENCIES IN SOLVING WORD PROBLEMS

Dewi Hamidah; Susiswo Susiswo; Hery Susanto; Sharifah Osman

doi:10.22437/jiituj.v9i3.33211

Authors

Dewi Hamidah Institut Agama Islam Negeri Kediri https://orcid.org/0000-0002-2847-4529
Susiswo Susiswo Universitas Negeri Malang https://orcid.org/0000-0001-6461-6283
Hery Susanto Universitas Negeri Malang https://orcid.org/0000-0002-1424-444X
Sharifah Osman Universiti Teknologi Malaysia https://orcid.org/0000-0003-2896-9377

DOI:

https://doi.org/10.22437/jiituj.v9i3.33211

Keywords:

Mathematization Competencies, Prospective Teachers, Word Problems

Abstract

Mathematization competencies among prospective teachers, focusing on their ability to construct and communicate mathematical arguments, are crucial for effective mathematics education. This exploratory study aimed to produce qualitative-descriptive data on prospective teachers' competencies of mathematization in teacher education programs. The study employs word problems based on everyday-life problems that are solved by the mathematization process and assessed based on three indicators of mathematization competencies. The data were collected from three groups of prospective teachers in the first, third, and fifth semesters, respectively, in the mathematics education study program at a public University in Kediri, Indonesia. The findings revealed that while all prospective teachers demonstrated basic skills in identifying assumptions and organizing problems, fifth-year students exhibited better abilities in mathematical argumentation, particularly in generalizing mathematical problems. These advanced abilities included the formulation, analysis, and presentation of proficient mathematical arguments, indicating a deeper understanding and mastery of mathematization that developed progressively throughout their education. The results of this study underscore the importance of sustained and structured learning experiences in mathematics teacher education programs to foster higher-order mathematical competencies. This study enriches the mathematics education literature by illustrating the growth of argumentation skills in mathematization among prospective teachers, highlighting the need for educational curricula that emphasize these advanced skills.

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Author Biographies

Dewi Hamidah, Institut Agama Islam Negeri Kediri

¹Mathematics Department, Universitas Negeri Malang, Jawa Timur, Indonesia

²Mathematics Education Department, Institut Agama Islam Negeri Kediri, Jawa Timur, Indonesia

Susiswo Susiswo, Universitas Negeri Malang

Mathematics Department, Universitas Negeri Malang, Jawa Timur, Indonesia

Hery Susanto, Universitas Negeri Malang

Mathematics Department, Universitas Negeri Malang, Jawa Timur, Indonesia

Sharifah Osman, Universiti Teknologi Malaysia

Department of Science and Mathematics, Universiti Teknologi Malaysia, Malaysia

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