Pre-service mathematics teachers: Designing context-based tasks
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
In the era of ever-evolving education, integrating real contexts into mathematics learning is essential to improve student engagement and understanding. The problem so far is that learning, including assessments used in mathematics learning, has not used context. This condition causes mathematics learning carried out by teachers (including pre-service teachers) to be meaningless because mathematics learning is still considered a very abstract material, less applicable, and less relevant to everyday life. This study aimed to explore prospective mathematics teachers' skills in designing context-based assignments. This study uses a qualitative descriptive method involving three pre-service mathematics teacher students as research subjects. Data were collected through document analysis, observation, and in-depth interviews. Data analysis was conducted qualitatively, with data reduction, presentation, and conclusion stages. The study results showed that students understand the importance of using context in mathematics learning. However, there are still some obstacles to its practical application. Students often struggle to choose relevant and meaningful contexts and design tasks that can effectively integrate mathematical concepts with those contexts. Based on these findings, pre-service teacher students must improve their abilities in applying the context of everyday life and the environment around them to mathematics learning.
Dados da obra
- Tipo
- Artigo
- Periódico
- Infinity, v. 14, n. 4, p. 995-1018
- Editora
- Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
- Ano
- 2025 (2025-11)
- Idioma
- en
- Palavras-chave
- context; hots; mathematics; pre-service teachers; task; pre-service mathematics teachers; task design; mathematics learning; everyday situations; student engagement; mathematics assessment; teacher professional development
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.22460/infinity.v14i4.p995-1018
- ISSN
- 2089-6867, 2460-9285
- Licença
- cc-by-sa
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SUJADI, İmam et al.. Pre-service mathematics teachers: Designing context-based tasks. Infinity, v. 14, n. 4, p. 995-1018, 2025. DOI: https://doi.org/10.22460/infinity.v14i4.p995-1018.
APA
Sujadi, İ., Suprihatiningsih, S., Irfan, M., & Pepkolaj, L. (2025). Pre-service mathematics teachers: Designing context-based tasks. Infinity, 14(4), 995-1018. https://doi.org/10.22460/infinity.v14i4.p995-1018
BibTeX
@article{sujadi2025,
author = {Sujadi, İmam and Suprihatiningsih, Siti and Irfan, Muhammad and Pepkolaj, Lekë},
title = {Pre-service mathematics teachers: Designing context-based tasks},
year = {2025},
journal = {Infinity},
volume = {14},
number = {4},
pages = {995-1018},
publisher = {Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society},
doi = {10.22460/infinity.v14i4.p995-1018},
language = {en}
}RIS
TY - JOUR AU - Sujadi, İmam AU - Suprihatiningsih, Siti AU - Irfan, Muhammad AU - Pepkolaj, Lekë TI - Pre-service mathematics teachers: Designing context-based tasks PY - 2025 JO - Infinity VL - 14 IS - 4 SP - 995 EP - 1018 DO - 10.22460/infinity.v14i4.p995-1018 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
ENSEÑANZA DE LA MATEMÁTICA EN CONTEXTOS RURALES: UNA REVISIÓN DOCUMENTAL SOBRE INCLUSIÓN Y SABERES LOCALES
Dialéctica, v. 2, n. 31 · DOI 10.56219/dialctica.v2i31.6388
-
Exploração, Proposição e Resolução de Problemas no Ensino de Matemática:
Perspectivas da Educação Matemática, v. 19, n. 53 · DOI 10.46312/fr5pze40
Em verificação -
Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental
PARADIGMA · DOI 10.37618/paradigma.1011-2251.2026.e2026006.id1752
Download disponível Baixar PDF na fonte: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba) Acessar texto completo: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba)