ANALISIS KEMAMPUAN MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR FKIP UNIVERSITAS RIAU DALAM PENGUKURAN KELILING DAN LUAS BANGUN DATAR

The purpose of this study is to analyze student teachers at Primary School Teacher Education of RiauUniversity in understanding the concepts of measurement perimeter and area. The reason in doingthis research is that many student teachers usually use formal formula in solving measurementperimeter and area. They will do the same thing when they teach Primary School Students, so thestudents will not know how the formula works. Design research was chosen as a method in gettingdata. The data were collected from 48 student teachers at Primary School Teacher Education of RiauUniversity. The result showed that six out of ten group of student teachers did not use partitioning inthe beginning of the lesson. They also made a mistake in measuring the perimeter of unstructuredshapes. After classroom discussion, 96% student teachers came to the idea of partitioning. It meansthat they realized the important of partitioning in measure the area of unstructured shapes. Key words: measurement perimeter and area, design research, partitioning, and unstructured shape

A framework for a comparative study of pre-service elementary teachers’ knowledge of rational numbers

This paper presents a framework of a PhD research of the first author about a comparative study of pre-service elementary teachers’ knowledge of rational numbers between Indonesia and Denmark. To obtain the data, the authors design a series of hypothetical teacher tasks (HTTs), inspired by a paper of Durand-Guerrier, Winsløw, and Yoshida (2010). Subjects in this research are pre-service elementary teachers from a selection of different University Colleges in Denmark and from the elementary school teacher education study program, Riau University, in Indonesia. The praxeological reference models and the levels of didactic codetermination are used as tools to analyse the result

Prospective Elementary Teachers’ Knowledge of Comparing Decimals

The aim of this study is to investigate prospective elementary teachers’ (PsETs) mathematical and didactical knowledge of comparing decimals. Thirty-two fourth-year PsETs from an elementary school teacher education study program in Indonesia participated in this study. Each PsET is asked to solve a mathematical task of comparing decimals presented in the hypothetical teacher task (HTT), and then the PsETs use their mathematical knowledge to build their didactical knowledge collectively (pairs). Their mathematical and didactic knowledge is analyzed based on the anthropological theory of the didactic, especially praxeology. The findings indicate that PsETs have various techniques to solve the comparing decimal task, but some of them find it difficult to explain those techniques

Designing a Learning Trajectory of Area and Perimeter of Flat Shapes with Realistic Mathematics Education Approach for Fourth Grade Elementary School

This study was motivated by the lack of students' understanding of the concept of learning mathematics in elementary schools in measuring the area and perimeter of flat shapes. Therefore, the researchers designed and developed a learning trajectory of area and perimeter of flat shapes, square and rectangle, with Realistic Mathematics Education approach. The study used design research as methodological approach consisting of three phases, the preparatory phase, the experimental phase, and the retrospective analysis phase. The learning trajectory was tested with 14 students, 4 students for one to one and 10 students for experimental process. The data were gathered from interviews with several students, observations from videos during the learning process, and analysis of students' worksheets. The findings of the study showed that the learning trajectory of area and perimeter of flat shapes with Realistic Mathematics Education approach triggered students to develop their mathematical reasoning on the concept of area and perimeter of flat shape, square and rectangle