Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

Kamirsyah Wahyu, Dwi Ratnasari, Sofyan Mahfudy, Desventri Etmy

Abstract

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   

Keywords

Digital Technology, GeoGebra, Teachers Professional Development, Mathematics teachers

Full Text:

PDF

References

Bozkurt, G., & Ruthven, K. (2015). Expert and novice teachers’ classroom practices in a technological environment, 2319–2325. Retrieved from https://hal.archives-ouvertes.fr/hal-01289245/

Dhoruri, A., Sugiyono, S., Retnowati, E., Lestari, D., & Sari, E. R. (2018). Pelatihan penyusunan lembar kegiatan siswa (LKS) matematika berbantuan Geogebra. Jurnal Pengabdian Masyarakat MIPA Dan Pendidikan MIPA, 2(1), 9–14. Retrieved from https://journal.uny.ac.id/index.php/jpmmp/article/view/18688

Digipubs. (2018). Teaching with digital technology. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/digital/Pages/teach.aspx

Drijvers, P. (2015). Digital technology in mathematics education: Why it works (or doesn’t). In Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 135–151). Springer, Cham. https://doi.org/10.1007/978-3-319-17187-6_8

Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234. https://doi.org/10.1007/s10649-010-9254-5

Drijvers, P., Kieran, C., Mariotti, M., & Ainley, J. (2010). Integrating technology into mathematics education: Theoretical perspectives. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics Education and Technology-Rethinking the Terrain (pp. 89–131). New York: Springer US. https://doi.org/10.1007/978-1-4419-0146-0

Drijvers, P., Tacoma, S., Besamusca, A., van den Heuvel, C., Doorman, M., & Boon, P. (2014). Digital technology and mid-adopting teachers’ professional development: A case study. In O. Robutti & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era (pp. 189–212). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4638-1_9

Ekawati, R., & Lin, F. (2014). Designing teacher professional development for mathematics teaching with variation theory. JME, 5(2), 127–137.

Fahlgren, M., & Brunström, M. (2014). A model for task design with focus on exploration, explanation, and generalization in a dynamic geometry environment. Technology, Knowledge and Learning, 19(3), 287–315. https://doi.org/10.1007/s10758-014-9213-9

Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge.

Gustafsson, P. (2016). Frameworks for task design and technology integration in the mathematics classroom. Mälardalen University. Retrieved from http://mdh.diva-portal.org/smash/get/diva2:1033547/FULLTEXT03.pdf

Hapsari, A. T., Alamsyah, N., & Awaludin, A. A. R. (2018). Pelatihan media interaktif dalam pembelajaran matematika menggunakan aplikasi Cabri 3D. UNES Journal of Community Service, 3(2), 70–75.

Hollebrands, K., & Okumuş, S. (2018). Secondary mathematics teachers’ instrumental integration in technology-rich geometry classrooms. Journal of Mathematical Behavior, 49, 82–94. https://doi.org/10.1016/j.jmathb.2017.10.003

Julien, H. (2008). Content analysis. In L. GIven (Ed.), The SAGE Encyclopedia of Qualitative Research Methods. Sage Thousand Oaks, CA.

Jurusan Matematika UNY. (2014). Kurikulum 2014 Program Studi Matematika. Retrieved from http://pendidikan-matematika.fmipa.uny.ac.id/sites/pendidikan-matematika.fmipa.uny.ac.id/files/KURIKULUM 2014 _ maT.pdf

Koswara, U., Yuliawati, T., & Rosita, N. T. (2017). Pelatihan program GeoGebra bagi guru matematika SMP di kabupaten Sumedang. E-Dimas: Jurnal Pengabdian Kepada Masyarakat, 8(1). Retrieved from http://journal.upgris.ac.id/index.php/e-dimas/article/view/1376

Kumar, R. S., & Subramaniam, K. (2017). Constraints and affordances in bringing about shifts in practice towards developing reasoning in mathematics: A case study. In B. Kaur, O. N. Kwon, & Y. H. Leong (Eds.), Professional Development of Mathematics Teachers: An Asian Perspective (pp. 121–140). Singapore: Springer Singapore.

Kusumah, Y. S., & Nurhasanah, F. (2017). The endless long-term program of mathematics teacher professional development in Indonesia. In Professional Development of Mathematics Teachers (pp. 33–45). Springer.

Lavicza, Z., Hohenwarter, M., Jones, K., & Dawes, M. (2006). Establishing a Professional Development Network Around Dynamic Mathematics Software in England. International Journal for Technology in Mathematics Education, 16(1), 37–42.

Leong, Y. H., Kaur, B., & Kwon, O. N. (2017). Mathematics teacher professional development: An Asian perspective. In B. Kaur, O. N. Kwon, & Y. H. Leong (Eds.), Professional Development of Mathematics Teachers: An Asian Perspective (pp. 97–108). Singapore: Springer Science & Business Media.

Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM - International Journal on Mathematics Education, 43(3), 325–336. https://doi.org/10.1007/s11858-011-0329-2

Leung, A. (2017a). Exploring techno-pedagogic task design in the mathematics classroom. In A. Leung & A. Baccaglini-Frank (Eds.), Digital Technologies in Designing Mathematics Education Tasks (Vol. 8, pp. 3–16). Springer. https://doi.org/10.1007/978-3-319-43423-0_1

Leung, A. (2017b). Exploring Techno-Pedagogic Task Design in the Mathematics Classroom Boundary object. In Digital Technologies in Designing Mathematics Education Tasks (pp. 3–16). Switzerland: Springer. https://doi.org/10.1007/978-3-319-43423-0

Leung, A., & Baccaglini-Frank, A. (2017). Digital Technologies in Designing Mathematics Education Tasks (Vol. 8). Switzerland: Springer.

Liang, G., Zhang, Y., Huang, H., Shi, S., & Qiao, Z. (2015). Professional development and student achievement: International evidence from the TIMSS data. Journal of Postdoctoral Research, 3(2), 17–31.

Lowrie, T., & Patahuddin, S. M. (2015). ELPSA as a lesson design framework. ME, 6(2), 1–15. Retrieved from http://ejournal.unsri.ac.id/index.php/jme/article/view/2166

Merliza, P., & Retnawati, H. (2018). Continuing professional development (CPD) for junior high school mathematics teachers: An evaluation study. Research and Evaluation in Education, 4(1), 79–93.

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (Fourth). San Fransisco: John Wiley & Sons.

Mishra, P., & Koehler, M. J. (2009). What is technological pedagogical content knowledge? . Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Monaghan, J., & Trouche, L. (2016). Tasks and digital tools. In J. Monaghan, L. Trouche, & J. M. Borwein (Eds.), Tools and Mathematics (pp. 391–415). Switzerland: Springer.

Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011: International mathematics report. Chestnut Hill, MA: TIMSS & PIRLS International Study Centre, Boston College.

Patahuddin, S. M. (2013). Mathematics teacher professional development in and through internet use: Reflections on an ethnographic study. Mathematics Education Research Journal, 25(4), 503–521. https://doi.org/10.1007/s13394-013-0084-5

Prodi Pendidikan Matematika UM. (2017). Kurikulum Program Studi Pendidikan Matematika. Retrieved from http://matematika.um.ac.id/kurikulum_pendidikan_matematika.html

Prodi Pendidikan Matematika UNESA. (2016). Struktur kurikulum tahun akademik 2016-2017 program studi S1 Pendidikan Matematika. Retrieved from https://siakad.unesa.ac.id/akademik/file_diskripsi_matkul/0172016S-1 P. MATEMATIKA_(1-40).pdf

Ratnasari, D., Wahyu, K., & Mahfudy, S. (2018). Teachers’ old-fashioned classroom practices: A pitfall on the use of digital technology in mathematics teachings. Beta: Jurnal Tadris Matematika, 11(2), 114–130.

Reiter, B. (2017). Theory and methodology of exploratory social science research. International Journal of Science and Research Methodology, 5(4), 129.

Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice. Education & Didactique, 3(1), 131–159.

Stebbins, R. A. (2008). Exploratory research. In L. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 327–329). Sage Thousand Oaks, CA.

Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. MatheMatics Teaching in the Middle School, 3(4), 268–275.

Swan, M. (2014). Design research in mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 148–152). Dordrecht: Springer.

Tapan, S. (2003). Integration of ICT in the teaching of mathematics in situations for treatment of difficulties in proving. In The 3rd Conference of the European Society for Research in Mathematics Education (CERME 3). Bellaria, Italy.

Thurm, D., Klinger, M., & Barzel, B. (2015). How to professionalize teachers to use technology in a meaningful way: Design research of a CPD program. In N. Amado & S. Carreira (Eds.), Proceedings of the 12th International Conference on Technology in Mathematics Teaching (pp. 335–343). Faro, Portugal: Universidade do Algarve.

Trocki, A., & Hollebrands, K. (2018). The development of a framework for assessing dynamic geometry task quality. Digital Experiences in Mathematics Education, (May), 1–29. https://doi.org/10.1007/s40751-018-0041-8

Unal, H., Demir, I., & Kilic, S. (2011). Teachers’ professional development and students’ mathematics performance: Findings from TIMSS 2007. Procedia Social and Behavioral Sciences, 15, 3252–3257.

Verhoef, N. C., Coenders, F., Pieters, J. M., van Smaalen, D., & Tall, D. O. (2015). Professional development through lesson study: teaching the derivative using GeoGebra. Professional Development in Education, 41(1), 109–126.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.

Yusri, I. K., Goodwin, R., & Mooney, C. (2015). Teachers and Mobile Learning Perception: Towards a Conceptual Model of Mobile Learning for Training. Procedia - Social and Behavioral Sciences, 176, 425–430. https://doi.org/10.1016/j.sbspro.2015.01.492

Article Metrics

Abstract view(s): 298 time(s)
PDF: 126 time(s)

Refbacks

  • There are currently no refbacks.