Abstract
This study aims to explore the teaching and learning processes of the school mathematics course for pre-service mathematics teachers in the case of systems of equations. Types of teaching and learning approaches and a symbol sense perspective were used as theoretical frameworks for this study. To do so, we conducted a qualitative case study, involving 35 pre-service mathematics teachers, in the form of classroom observations in one of the state universities in Bandung, Indonesia. The observations included the teaching and learning processes, a written formative test, and interviews. The results showed that the teaching and learning processes are implemented by using a deductive approach, and the written student work from the formative test and interviews revealed various solution strategies. From the symbol sense perspective, we conclude that the teaching and learning processes need to be enhanced to promote pre-service teachers’ procedural skills and conceptual understanding in a balanced manner.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2482
https://doi.org/10.29333/ejmste/14858
Publication date: 01 Aug 2024
Online publication date: 23 Jul 2024
Article Views: 1354
Article Downloads: 429
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