Journals Information
Universal Journal of Educational Research Vol. 8(12A), pp. 7479 - 7486
DOI: 10.13189/ujer.2020.082531
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Modeling Teachers' Collective Knowledge of Rational Numbers through Dialectic between Questions and Answers: A Case of Denmark and Indonesia
Zetra Hainul Putra *
Faculty of Teacher Training and Education, University of Riau, Pekanbaru, 28293, Riau, Indonesia
ABSTRACT
This paper aims at presenting a method for comparing teachers' mathematical and didactical knowledge of rational numbers. The method is developed based on the anthropological theory of the didactic (ATD) using a specific notion of dialectic between questions and answers. The initial questions and the pupils' answers are integrated into hypothetical teacher tasks (HTTs) which have been tested to Indonesian and Danish pre-service teachers (PsTs) who mostly work in pairs. In this particular study, we focus the comparative analysis on a specific case of two pairs, working on the addition and subtraction of fractions, to present the potential of the method to study teachers' collective knowledge. The findings show that the analysis through the dialectic between questions and answers provides a general picture of how the two pairs differ from formulating collective mathematical and didactical knowledge in teaching addition and subtraction of fractions. The analysis shows what directions their discussions take and how the two pairs link between their mathematical and didactical knowledge. The Indonesian pair focused their discussion exclusively on the standard procedures for adding and subtracting fractions. In contrast, the Danish pair discussed both the reasons for the pupils' error and tried to find a visual representation for teaching addition and subtraction of fraction. In addition, the findings also show that neither the Danish nor Indonesian pair considers to change fractions to decimals or to use an instrumental technique such as using a calculator to support pupils' learning of adding and subtracting fractions. An implication from this study is that the method gives a detailed picture of how the mathematical and didactical knowledge is shared and developed between two PsTs during their collective work.
KEYWORDS
Anthropological Theory of the Didactic, Dialectic between Question and Answers, Hypothetical Teacher Tasks, Rational Numbers
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Zetra Hainul Putra , "Modeling Teachers' Collective Knowledge of Rational Numbers through Dialectic between Questions and Answers: A Case of Denmark and Indonesia," Universal Journal of Educational Research, Vol. 8, No. 12A, pp. 7479 - 7486, 2020. DOI: 10.13189/ujer.2020.082531.
(b). APA Format:
Zetra Hainul Putra (2020). Modeling Teachers' Collective Knowledge of Rational Numbers through Dialectic between Questions and Answers: A Case of Denmark and Indonesia. Universal Journal of Educational Research, 8(12A), 7479 - 7486. DOI: 10.13189/ujer.2020.082531.