Proceedings of the 7th International Symposium on Mathematics Education and Innovation (ISMEI 2022)

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Problem-Posing Minimum Competency Assessment to Promote Numeracy Skills of Elementary Preservice School Teachers

Authors
Nurina Ayuningtyas1, *
1STKIP PGRI SIDOARJO, Sidoarjo, Indonesia
*Corresponding author. Email: nurina@stkippgri-sidoarjo.ac.id
Corresponding Author
Nurina Ayuningtyas
Available Online 28 August 2023.
DOI
10.2991/978-94-6463-220-0_19How to use a DOI?
Keywords
problem posing; minimum competency assessment; numeracy
Abstract

Nowadays, literacy and numeracy are the main ability in the 21st century. The Indonesian Ministry of Education, Culture, Research and Technology has been conducting National Assessments since 2021. Numeracy assessment result is very low. Two out of three students have not reached minimum numeracy skills. Teachers have an important role in improving students’ numeracy skills. However, preparation is needed since preservice teachers are given numeracy knowledge and problem-posing minimum competency assessment workshop. This study was conducted based on students’ tasks. This study focuses on analyzing problem-posing minimum competency assessment task to promote numeracy skills of elementary preservice school teachers (PSTs). Qualitative descriptive the method of this study. PSTs class consists of 31 students. Researcher only chose three PSTs in the three distinct mathematics competency levels: low, middle, and high based on their average scores of Mathematics for Elementary School subjects for one semester. The result of this study is that almost all PSTs are competent in posing realistic numeracy problems with appropriate content, suitable contexts, and cognitive processes, across various subjects, except art subject. It is suggested to add the exposure of the art subject to the prospective teachers’ mathematics experiences. This also can enrich their understanding of numeracy across the subjects they will be teaching.

Copyright
© 2023 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 7th International Symposium on Mathematics Education and Innovation (ISMEI 2022)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
28 August 2023
ISBN
10.2991/978-94-6463-220-0_19
ISSN
2667-128X
DOI
10.2991/978-94-6463-220-0_19How to use a DOI?
Copyright
© 2023 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  - Nurina Ayuningtyas
PY  - 2023
DA  - 2023/08/28
TI  - Problem-Posing Minimum Competency Assessment to Promote Numeracy Skills of Elementary Preservice School Teachers
BT  - Proceedings of the 7th International Symposium on Mathematics Education and Innovation (ISMEI 2022)
PB  - Atlantis Press
SP  - 166
EP  - 178
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-220-0_19
DO  - 10.2991/978-94-6463-220-0_19
ID  - Ayuningtyas2023
ER  -