Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia

Research Article

Teacher Knowledge to Overcome Student Errors in Pythagorean Theorem Proof : A Study Based on Didactic Mathematical Knowledge Framework

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  • @INPROCEEDINGS{10.4108/eai.12-10-2019.2296511,
        author={Rudi  Rudi and Didi  Suryadi and Rizky  Rozjanuardi},
        title={Teacher Knowledge to Overcome Student Errors in Pythagorean Theorem Proof : A Study Based on Didactic Mathematical Knowledge Framework},
        proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia},
        publisher={EAI},
        proceedings_a={MSCEIS},
        year={2020},
        month={7},
        keywords={didactic mathematical knowledge pythagorean theorem proof student errors teacher knowledge},
        doi={10.4108/eai.12-10-2019.2296511}
    }
    
  • Rudi Rudi
    Didi Suryadi
    Rizky Rozjanuardi
    Year: 2020
    Teacher Knowledge to Overcome Student Errors in Pythagorean Theorem Proof : A Study Based on Didactic Mathematical Knowledge Framework
    MSCEIS
    EAI
    DOI: 10.4108/eai.12-10-2019.2296511
Rudi Rudi1,*, Didi Suryadi2, Rizky Rozjanuardi2
  • 1: School of Post Graduate Studies, Mathematics Education, Universitas Pendidikan Indonesia, Agency of Education Quality Assurance South Sulawesi Province, Indonesia
  • 2: Department of Mathematics Education Universitas Pendidikan Indonesia, Bandung, Indonesia
*Contact email: rudi.math@upi.edu

Abstract

Teachers’ ability in overcoming to student errors is significantly affected by teachers’ knowledge. Discussion and studies related to what knowledge teachers should possess have resulted in a theoretical framework. This article aims at describing teacher knowledge to responding student errors in Pythagorean Theorem proof using didactic mathematical knowledge approach. This research applies qualitative design. Five junior high school mathematics teachers in Indonesia participate in this study. Data were collected using written tests on teachers’ competence and structured interview. Based on the analysis towards participants’ responses, it can be concluded that teacher knowledge to overcome on student errors in Pythagoren Theorem proof is significantly affected by other knowledge components.