Developing a Local Instruction Theory for Secondary Preservice Mathematics Teachers’ Skills in Designing and Implementing Realistic Mathematics Tasks

Final Defense
Developing a Local Instruction Theory for Secondary Preservice Mathematics Teachers’ Skills in Designing and Implementing Realistic Mathematics Tasks

by Veronika F. Rianasari
PhD Mathematics Education Candidate

Date: Monday, 17 June 2024
Time: 2 pm
Venue: Online

Adviser:
Angela Fatima H. Guzon, PhD
Ateneo de Manila University

Panelists:
Catherine P. Vistro-Yu, EdD (Critic Reader)
Ateneo de Manila University
Flordeliza F. Francisco, PhD (Critic Reader)
Far Eastern University
Maria Alva Q. Aberin, PhD
Ateneo de Manila University
Jose Jowel P. Canuday, PhD
Ateneo de Manila University
Michiel Doorman, PhD
Utrecht University

Realistic Mathematics Tasks (RMTs) are crucial for developing both mathematical concepts and procedures, as well as for applying mathematical knowledge. Furthermore, in mathematics learning, teachers have a central role in selecting or designing the tasks as well as in implementing the tasks. Therefore, this study aims to develop a local instructional theory to enhance the skills of secondary preservice mathematics teachers in designing and implementing realistic mathematics tasks. The principles of Realistic Mathematics Education (RME) guided the researcher to gain deeper insights into the characteristics of RMTs and their role in mathematics learning.

This study employed design research methodology conducted in two cycles, each consisting of design, teach- ing experiment, and retrospective analysis phases. The teaching experiments of the two cycles involved 41 secondary preservice mathematics teachers in one particular teacher training education in Indonesia. Additionally, the study involved one lecturer who implemented the learning activities in the second cycle and one mathematics junior high school teacher who provided feedback on the RMTs designed by preser- vice teachers in both cycles. Data collection methods included a written test, questionnaire, interview, observation, documentation, and reflection. The quality of tasks designed by the preservice teachers was analyzed based on the characteristics of RMTs. Additionally, the didactical strategies proposed by the pre- service teachers in implementing the RMTs were analyzed using the Theory of Didactical Situations (TDS), particularly within the design of didactical situations and the negotiation of the didactical contract between the teacher and the students.

Findings from the two cycles signified that, through the instructional activities designed by the researcher, the preservice teachers were able to design mathematics tasks aligned with the characteristics of RMTs, although there were variations in quality observed across cycles. Regarding teaching practices, preservice teachers in both cycles performed various didactical strategies that reflected several aspects of student- centered learning. However, some engaged in practices that were less supportive of students in the mathematics reinvention process through solving RMTs.