A Praxeological Analysis of Pre-Service Elementary Teacher-Designed Mathematics Comics

Autor/inn/en	Putra, Zetra Hainul; Dahnilsyah; Aljarrah, Ayman
Titel	A Praxeological Analysis of Pre-Service Elementary Teacher-Designed Mathematics Comics
Quelle	In: Journal on Mathematics Education, 12 (2021) 3, S.563-580 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Teacher Developed Materials; Cartoons; Mathematics Skills; Praxis; Content Analysis; Mathematical Concepts; Numbers; Fractions; Arithmetic; Measurement + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zeichentrickfilm; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Inhaltsanalyse; Zahlenraum; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Messverfahren
Abstract	Mathematical and didactic knowledge presented in mathematics textbooks and other resources, like mathematics comics (MCs), needs to be evaluated from a lens of appropriate theoretical framework in mathematics education before it can be used as a medium for teaching and learning mathematics. Therefore, this study investigates mathematical and didactic competencies that were reflected in MCs designed by preservice elementary teachers. The framework for analysing mathematical knowledge embedded in these MCs is based on the Anthropological Theory of the Didactic, specifically a praxeology. This study utilized a content analysis technique within a qualitative approach. Thirteen MCs were analysed using a praxeological analysis; the type of task and techniques (praxis block) as well as the possible technology and theory (logos block). The findings demonstrate that the mathematical praxeologies embedded in MCs belong to five mathematical domains, namely numbers and operations; number theory; fractions, decimals, and percentages; ratio and proportion; as well as measurement. Additionally, the analysis revealed that seven of these MCs were related to a single domain, while the others belong to two or three mathematical domains. Concerning the mathematical praxeologies, most of MCs focus on presenting the practical blocks, the type of task and the techniques, while only a few could provide the theoretical lens to justify the practical blocks. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01