T.Y.E. Siswono, A.W. Kohar, S. Hartono, A.H. Rosyidi, P. Wijayanti, R. Ekawati
This study aims to investigate how dilemmatic situations were used as context in a set of instructional materials for learning teachers' mathematics-related beliefs. The instructional materials were developed through formative evaluation steps: self-evaluation, expert review, one-to-one, small group, and field test. The formative evaluation step involved three experts and 31 pre-service teachers in examining the materials' validity, practicality, and potential effects. The dilemmatic situations included in the instructional materials provoke preservice teachers to select one of the three types of teaching sequences corresponding to three hierarchical beliefs about the nature of mathematics (instrumentalist, Platonist, and problem-solving) in accordance with beliefs about teaching and learning. Results showed that the instructional materials were valid and practical, and have a potential effect on improving preservice teachers' mathematics-related beliefs. In particular, the dilemmatic situations could encourage pre-service teachers to consider which beliefs they should follow regarding problem-solving teaching. On the one hand, the pre-service teachers agree to the problem-solving view, on the other hand, they are confronted with the immediate situations found in their instructional practice which makes them hesitant in having such view. However, this instructional practice lead teachers show a good understanding of the borderline between those three beliefs. Besides, the instructional practice is indicated to potentially effect on changing the pre-service teachers' mathematics-related belief to be more constructivist. © 2018 Institute of Physics Publishing. All rights reserved.
Universitas Negeri Surabaya, Kampus Unesa Ketintang, Surabaya, Indonesia
