Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)

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Exploration of Learning Difficulties in Mathematics Among Prospective Teacher Candidates

Authors
Wahyu Hartono1, 2, Samsul Hadi2, *, Raden Rosnawati2
1Universitas Swadaya Gunung Jati, Jl. Pemuda No. 32, Cirebon, Indonesia
2Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta, Indonesia
*Corresponding author. Email: samsul_hd@uny.ac.id
Corresponding Author
Samsul Hadi
Available Online 20 May 2024.
DOI
10.2991/978-2-38476-245-3_7How to use a DOI?
Keywords
Prospective Teachers; Learning Difficulties; Teacher Attitudes; Phenomenological Approach
Abstract

Classroom learning is inherently complex, necessitating a variety of skills from educators. This research, using a qualitative, phenomenological approach, aims to improve faculty understanding of the challenges faced by prospective mathematics teachers. It explores how they perceive their learning difficulties in mathematics and seeks to develop effective teaching strategies. Data was collected through interviews with eight first-year prospective mathematics teachers at a private university in West Java, Indonesia. The study found that participants primarily discussed factors contributing to their learning difficulties rather than defining these difficulties. Key factors identified include the impact of teacher attitudes (positive and negative), the interplay between students’ interest in mathematics and their learning methods, and the influence of student fatigue and teacher competence and methods. Teacher attitudes were notably significant in influencing students’ experiences in learning mathematics, along with student interest, fatigue, and teacher competence. However, experts argue that factors like teacher attitudes and competence, being external to students, should not be seen as direct causes of learning difficulties. Instead, they suggest that the root causes are internal, particularly in terms of students’ personal interest in mathematics and the fatigue they experience during learning.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
20 May 2024
ISBN
10.2991/978-2-38476-245-3_7
ISSN
2352-5398
DOI
10.2991/978-2-38476-245-3_7How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Wahyu Hartono
AU  - Samsul Hadi
AU  - Raden Rosnawati
PY  - 2024
DA  - 2024/05/20
TI  - Exploration of Learning Difficulties in Mathematics Among Prospective Teacher Candidates
BT  - Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)
PB  - Atlantis Press
SP  - 53
EP  - 62
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-245-3_7
DO  - 10.2991/978-2-38476-245-3_7
ID  - Hartono2024
ER  -