The Study of Pre-Service Teachers’ Ability in Selecting and Implementing Mathematical Tasks for Instruction
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Abstract
This research aimed to study pre-service teachers’ ability in selecting and implementing mathematical tasks for instruction. The participants were 18 fourth–year pre-service teachers in Teaching Mathematics Major at Faculty of Education, who registered in “the Selected Topics in Mathematics Instruction course” in the second semester of the academic year 2021. The research instruments were 1) lesson plans developed to enhance selecting and implementing mathematical tasks for instruction and 2) teaching logs. The data used to answer research questions came from teaching log, video recording of each lesson, and students’ responses in worksheets and journals. The data were analyzed by using content analysis. The research results were as follows;
- All pre-service teachers expressed their understanding on the factors related to mathematical tasks that affect learners’ learning by designing mathematical tasks in accordance with the given objectives.
- All pre-service teachers were able to plan to implement mathematical tasks, which promoting high cognitive demand to create learning opportunities for students in the given contexts.
All pre-service teachers were able to evaluate and reflect on how to implement mathematical tasks effectively. As the roles of observers, the pre-service teachers could analyze the relationship between teachers’ practices and characteristics of mathematical tasks that affect students' learning opportunities. As the roles of teachers, they could reflect on the selection and implementation mathematical tasks for instruction to achieve the learning goal.
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