| Autor: |
Listiawan, Tomi, Anwar, Lathiful, Sa'dijah, Cholis, Utami, Anita Dewi, Hayuningrat, Silfia |
| Předmět: |
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| Zdroj: |
AIP Conference Proceedings; 2024, Vol. 3235 Issue 1, p1-6, 6p |
| Abstrakt: |
This study aims to describe the use of dynamic geometry software (DGS) by mathematics teachers in their teaching and learning activities and how mathematics teachers' TPACK is used in clarifying idea processes when making decisions about Teaching (and Learning) Activities using DGS. This study case involves three junior high school mathematics teachers who use DGS in their teaching activities. The data of this study were collected by recording teacher activity and interviewing the teachers. The data then were analysed through data transcription, data categorization, data reduction, data review and analysis, and conclusion. Based on the decision-making process of the mathematics teachers' activities in using DGS, at the stage of clarifying the idea of shifting activities, teachers dominantly used knowledge about DGS to make students more motivated in learning (TPK.lg). Subjects considered that students are more interested in the material displayed on the LCD. The students' interest can increase students' motivation in learning. Whereas in the delivering content-applying representation activities, the subject considers that 1) students must understand the concept, not only memorize the procedure, 2) DGS can help teachers to give understanding to students about the concept, 3) in presenting the material, teachers must start from the easy level to the more complex level 4) DGS is used for more precise representation (TPACK.lc & TCK.rc). In delivering content-model activities, teachers dominantly considered that 1) knowledge of students using DGS can be used to solve problems in the future and 2) students will live in the technological era, so they must have competencies of technological use (TK). [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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