Teacher Knowledge to Overcome Student Errors in Pythagorean Theorem Proof: A Study Based on Didactic Mathematical Knowledge Framework
Rudi (a), Didi Suryadi (b), Rizki Rozjanuardi (c)
Universitas Pendidikan Indonesia
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 to student errors in Pythagorean Theorem proof using a 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. Research findings show that two participants cannot accurately answer the questions in the instrument which measures teachers- mathematical knowledge needed to overcome student errors. Another finding indicates that those teachers who do not possess mathematical knowledge in dealing with student errors are also not completed with good didactic knowledge, especially on cognitive, epistemic, ecological, and interactional aspects. Based on the analysis of participants- responses, it can be concluded that teacher knowledge to overcome student errors in Pythagorean Theorem proof is significantly affected by other knowledge components.
Keywords: Didactic mathematical knowledge, Pythagorean Theorem proof, student errors, teacher knowledge
Topic: Mathematics Education