Exploring Pre-Service Mathematics Teachers' Reasoning Skills in Solving Route Travel Problems: A Real-Life Application of Numeracy
Abstract
Abstract: This research highlights the importance of numeracy as one of the indicators in assessing a country's progress. Numeracy bridges mathematical theory with practical application and can be used in everyday decision-making, such as financial decisions, health literacy, and risk assessment. However, the Minimum Competency Assessment results show that more than 50% of students still need to be in the low numeracy competency category. This research aims to explore the mathematical reasoning processes of pre-service mathematics teachers in solving travel route problems to understand their analytical skills. This research uses a qualitative descriptive approach with data collected from 30 fifth-semester mathematics education students at the University of Jambi. Data were obtained through numeracy tests, observations, and semi-structured interviews, allowing in-depth analysis of the participants' mathematical reasoning processes in solving contextual problems. Participants were asked to solve problems related to the context of travel routes, focusing on time and cost efficiency in choosing travel routes. The research results show that most participants can understand and model the problem, although there are differences in their approaches to solving it, ranging from very analytical to simple. Some participants initially misunderstood the problem, but after being given the opportunity for reflection, they were able to improve their understanding and the solutions produced. This research concludes that fostering mathematical reasoning in teacher training programs is crucial for improving numeracy skills. Sustained practice, reflection, and a structured problem-solving approach are necessary to help prospective teachers analyze and interpret mathematical problems more effectively.
Keywords: mathematical reasoning, problem-solving, route travel, and pre-service mathematics teachers.
DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp712-727
Full Text:
PDFReferences
Adelia, V. (2024). A systematic literature review: how do we support students to become numerate? International Journal of Evaluation and Research in Education (Ijere), 13(3), 1816.
Aiym, Y., Galiya, K., Ademi, B., Adilet, M., Kamshat, Z., & Gulmira, K. (2022). Development of the logical thinking of future mathematics teachers through the use of digital educational technologies. Cypriot Journal of Educational Sciences, 17(6), 2001–2012.
Akmençe, A. E., Akpunar, B., & Akmençe, E. (2017). Holistic language education. Harran Education Journal, 2(1), 41–50.
Ali, N., Nakayama, S., & Yamaguchi, H. (2021). Analysis of bus fare structure to observe modal shift, operator profit, and land-use choices through combined unified transport model. Sustainability, 14(1), 139.
Anastasopoulos, P. C., Haddock, J. E., Karlaftis, M. G., & Mannering, F. (2012). Analysis of urban travel times: hazard-based approach to random parameters. Transportation Research Record Journal of the Transportation Research Board, 2302(1), 121–129.
Andriyani, I., Siswono, T. Y. E., & Ekawati, R. (2020). Adaptive reasoning of students in solving beam problems in elementary school. International Journal of Innovative Science and Research Technology, 5(6), 1454–1460.
Arifanti, D. R. (2020). Mathematical reasoning in problem-solving in three dimensions. Journal of Physics: Conference Series, 1613(1).
Astuti, E. P. (2024). Characteristics of junior high school teachers beliefs in developing students numeracy skills through ethnomathematics-based numeracy learning. Journal of Pedagogical Research.
Bjälkebring, P., & Peters, E. (2021). Money matters (especially if you are good at math): numeracy, verbal intelligence, education, and income in satisfaction judgments. Plos One, 16(11).
Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 233339361774228.
Bruin, W. B. d., & Slovic, P. (2021). Low numeracy is associated with poor financial well-being around the world. Plos One, 16(11).
Charlo, J. C. P., García, P. O., & Román-García, S. (2021). Formative potential of the development and assessment of an educational escape room designed to integrate music-mathematical knowledge. Education Sciences, 11(3), 131.
Coşkun, M., & Yüksel, N. S. (2018). Matematik öğretmen adaylarının lisans derslerindeki başarısızlıklarının nedenlerinin belirlenmesi: topoloji dersi örneği. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 216–230.
Dewayani, S., Retnaningdyah, P., Antoro, B., Susanto, D., Ikhwanudin, T., Fianto, F., Muldian, W., Syukur, Y., & Setiakarnawijaya, Y. (2021). Panduan penguatan literasi dan numerasi di sekolah dasar. http://repositori.kemdikbud.go.id/22599/1/ Panduan_Penguatan_Literasi_dan_Numerasi_di_Sekolah_bf1426239f.pdf
Dhlamini, Z. B., Chuene, K., Masha, K., & Kibirige, I. (2019). Exploring grade nine geometry spatial mathematical reasoning in the south african annual national assessment. Eurasia Journal of Mathematics Science and Technology Education, 15(11).
Erita, S., Utami, E. S. D., & Ningsih, F. (2022). Realistic mathematic education-based student worksheet to improve students’ mathematical reasoning on circle material. Indonesian Journal of Science and Mathematics Education, 5(2), 210–223.
Fadyushin, A., & Zakharov, D. (2022). The impact of the cost of paid parking for private cars and public transport fare on the structure of urban mobility. International Journal of Transport Development and Integration, 6(2), 197–207.
Friska, G. (2023). The effect of profitability, liquidity, leverage, sales growth on financial distress in consumer and non-consumer cyclicals companies listed on the idx during the 2019-2021. Journal of Entrepreneurship, 93–106.
Juhaevah, F. (2022). Developing mathematics problems using local wisdom context of maluku to improve students’ numeracy. Jurnal Elemen, 8(1), 323–339.
Kabael, T., & Yayan, B. (2014). Middle school pre-service mathematics teachers’ guidance for sixth grade students in problem solving process. European Journal of Science and Mathematics Education, 2(2A), 118–121.
Kannadass, P. (2023). Relationship between computational and critical thinking towards modelling competency among pre-service mathematics teachers. Tem Journal, 1370–1382.
Kemdikbud. (2023). Rapor pendidikan indonesia tahun 2023. Merdeka Belajar, 2023. https://raporpendidikan.kemdikbud.go.id/login
Kónya, E., & Kovács, Z. (2021). Management of problem solving in a classroom context. Center for Educational Policy Studies Journal.
Kosyvas, G. (2015). Levels of arithmetic reasoning in solving an open-ended problem. International Journal of Mathematical Education in Science and Technology, 47(3), 356–372.
Kurniati, D., Trapsilasiwi, D., As’ari, A. R., Basri, H., & Osman, S. (2022). Prospective mathematics teachers’ critical thinking disposition in designing cognitive and psychomotor assessment instruments. Tadris Jurnal Keguruan Dan Ilmu Tarbiyah, 7(1), 1–14.
Mahmoudi, S., Jafari, E., Nasrabadi, H. A. B., & Liaghatdar, M. J. (2012). Holistic education: an approach for 21 century. International Education Studies, 5(3).
Marasabessy, R. (2021). Study of mathematical reasoning ability for mathematics learning in schools: a literature review. Indonesian Journal of Teaching in Science, 1(2), 79–90.
Miles, M. B., & Huberman, A. M. (1994). In qualitative data analysis: an expanded sourcebook.
Minhat, H. S. (2023). Predictors of diabetes health literacy and numeracy among urbanized older adults in malaysia. Malaysian Journal of Medicine and Health Sciences, 19(5), 139–144.
Moser, A., & Korstjens, I. (2017). Series: practical guidance to qualitative research. part 3: sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18.
Novita, S., Anindhita, V., Wijayanti, P. A. K., Santoso, L. A. B., Batavee, H. L., Tampubolon, A. F. J., & Syafitri, A. N. (2023). Relationship between numeracy and vocabulary skills in indonesian preschool children and the impacts of learning environments. International Journal of Early Childhood.
Ojha, G. (2020). Holistic orientation in education: transformative art of including, connecting and balancing. Journal of Transformative Praxis, 1(1), 36–49.
Pan, P. J. D., Pan, G. H. M., Lee, C. Y., & Chang, S. S. H. (2010). University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers. Asia Pacific Education Review, 11(2), 199–209.
Pratama, G. S., & Retnawati, H. (2018). Urgency of higher order thinking skills (hots) content analysis in mathematics textbook. Journal of Physics: Conference Series, 1097(1).
Purnomo, H., Sa’dijah, C., Hidayanto, E., Sisworo, S., Permadi, H., & Anwar, L. (2022). Development of instrument numeracy skills test of minimum competency assessment (mca) in indonesia. International Journal of Instruction, 15(3), 635–648.
Renshaw, S., & Wood, P. (2011). Holistic understanding in geography education (huge) – an alternative approach to curriculum development and learning at key stage 3. The Curriculum Journal, 22(3), 365–379.
Rianawaty, I., Suyata, Dwiningrum, S. I. A., & Yanto, B. E. (2021). Model of holistic education-based boarding school: a case study at senior high school. European Journal of Educational Research, volume-10-(volume-10-issue-2-april-2021), 567–580. https://doi.org/10.12973/eu-jer.10.2.567
Rodrı́guez, D. A., Merlin, L. A., Prato, C. G., Conway, T. L., Cohen, D. A., Elder, J. P., Evenson, K. R., McKenzie, T. L., Pickrel, J. L., & Veblen-Mortenson, S. (2014). Influence of the built environment on pedestrian route choices of adolescent girls. Environment and Behavior, 47(4), 359–394.
Schoenfeld, A. H. (2016). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics (reprint). Journal of Education, 196(2), 1–38.
Seepiwsiw, K. (2023). The development of mathematical problem-solving and reasoning abilities of sixth graders by organizing learning activities using open approach. Journal of Education and Learning, 12(4), 42.
Ševrović, M., Brčić, D., & Kos, G. (2015). Transportation costs and subsidy distribution model for urban and suburban public passenger transport. Promet - Traffic&transportation, 27(1), 23–33.
Šipuš, D., Abramović, B., & Jakovčić, M. (2022). Defining equity criteria for determining fare zones in integrated passenger transport. Journal of Advanced Transportation, 2022, 1–9.
Susanto, D., Sihombing, S., Radjawane, M. M., & Wardani, A. K. (2021). Inspirasi pembelajaran yang menguatkan numerasi pada mata pelajaran ipa, ips, pjok, dan seni budaya untuk jenjang sekolah menengah pertama. Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar, Dan Pendidikan Menengah Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi.
Urhan, S. (2020). Matematik öğretmeni adaylarının matematik alan derslerindeki başarısızlıklarına atfettikleri nedenler. Turkish Studies - Educational Sciences, Volume 15(Volume 15 Issue 3), 2153–2171.
Wang, C. C. (2021). The process of implementing problem-based learning in a teacher education programme: an exploratory case study. Cogent Education, 8(1).
Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based pisa mathematics tasks: an analysis of students’ errors. Mathematics Enthusiast, 11(3), 555–584.
Xu, X., Chen, A., Zhong, Z., & Cheng, L. (2012). A multi‐class mean‐excess traffic equilibrium model with elastic demand. Journal of Advanced Transportation, 48(3), 203–222. https://doi.org/10.1002/atr.205
Yusoff, W. M. W., & Seman, S. C. (2018). Teachers’ knowledge of higher order thinking and questioning skills: a case study at a primary school in terengganu, Malaysia. International Journal of Academic Research in Progressive Education and Development, 7(2), 45–63.
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.