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Didactic Design Research Through Lesson Study Activities: STEM-Based Courses for Representative Abilities of Prospective Mathematics Teachers

Artigo2025

Muhamad Galang Isnawan ORCID; Naif Mastoor Alsulami ORCID; Rasilah Rasilah ORCID; I Ketut Sukarma ORCID; Zsolt Lavicza ORCID

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Resumo

Many studies have examined representational abilities, but few have explored the use of lesson study activities based on didactical design research, which integrated STEM to solve problems in higher education. This research aimed to develop a STEM-based blended lecture design that optimized the representation abilities of prospective mathematics teachers. Conducted as didactical design research, the study employed lesson study activities. Participants included 29 prospective mathematics teachers (aged 18–21 years, 22 women and 7 men) at a private university in Mataram, Indonesia. The primary tool was the researcher, with biodata questionnaires, performance tasks, observation sheets, blended lecture designs, and video recordings serving as supplements. Qualitative data analysis was applied to scrutinize the gathered data. The results of the study revealed that the initial representation ability of mathematics was quite low, so a STEM-based blended lecture design was created to optimize students’ representation abilities. Ultimately, the implementation of the design was able to optimize students’ representation abilities. This occurred because the design facilitated students in using STEM to solve problems by exploring ideas. The research recommended that lectures should integrate STEM to optimize the representational abilities of prospective teachers.

Dados da obra

Tipo
Artigo
Periódico
European Journal of STEM Education, v. 10, n. 1, p. 12
Editora
Lectito Journals
Ano
2025 (2025-08-15)
Idioma
en
Palavras-chave
representational ability; pre-service mathematics teachers; STEM integration; lesson study; didactical design research; mathematics teacher education; higher education mathematics
Temas
Formação de Professores de Matemática
DOI
10.20897/ejsteme/16758
ISSN
2468-1954, 2468-4368
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ISNAWAN, Muhamad Galang et al.. Didactic Design Research Through Lesson Study Activities: STEM-Based Courses for Representative Abilities of Prospective Mathematics Teachers. European Journal of STEM Education, v. 10, n. 1, p. 12, 2025. DOI: https://doi.org/10.20897/ejsteme/16758.

APA

Isnawan, M. G., Alsulami, N. M., Rasilah, R., Sukarma, I. K., & Lavicza, Z. (2025). Didactic Design Research Through Lesson Study Activities: STEM-Based Courses for Representative Abilities of Prospective Mathematics Teachers. European Journal of STEM Education, 10(1), 12. https://doi.org/10.20897/ejsteme/16758

BibTeX
@article{isnawan2025,
  author = {Isnawan, Muhamad Galang and Alsulami, Naif Mastoor and Rasilah, Rasilah and Sukarma, I Ketut and Lavicza, Zsolt},
  title = {Didactic Design Research Through Lesson Study Activities: STEM-Based Courses for Representative Abilities of Prospective Mathematics Teachers},
  year = {2025},
  journal = {European Journal of STEM Education},
  volume = {10},
  number = {1},
  pages = {12},
  publisher = {Lectito Journals},
  doi = {10.20897/ejsteme/16758},
  language = {en}
}
RIS
TY  - JOUR
AU  - Isnawan, Muhamad Galang
AU  - Alsulami, Naif Mastoor
AU  - Rasilah, Rasilah
AU  - Sukarma, I Ketut
AU  - Lavicza, Zsolt
TI  - Didactic Design Research Through Lesson Study Activities: STEM-Based Courses for Representative Abilities of Prospective Mathematics Teachers
PY  - 2025
JO  - European Journal of STEM Education
VL  - 10
IS  - 1
SP  - 12
DO  - 10.20897/ejsteme/16758
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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