Open AccessCone in the Form of Function in the Pre-Service Mathematics Teacher Class Instruction of Tertiery Level
Author(s) -
Turmudi Turmudi
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1387/1/012136
Subject(s) - lesson study , mathematics education , context (archaeology) , class (philosophy) , function (biology) , value (mathematics) , process (computing) , pedagogy , psychology , professional development , mathematics , computer science , geography , statistics , archaeology , artificial intelligence , evolutionary biology , biology , operating system
Mathematical learning carried out in the context of lesson study becomes an alternative to the professional development of teachers or lecturers. This paper is a lesson study of “cone as a function”, which is the problem of formulation of a function formula was given. Students were demanded to determine the value of α (centre angle) in such a way that the value of volume V(α) will be maximum. The forty-three undergraduate students were involved in problem-based learning, and at least 50 domestic and international guests as WALS-2014 conference participants, witnessed the learning process that took place. The purpose of this research paper was to find out how many different strategies students could do in solving problems. Infact there are at least 5 different strategies in solving the problem. With more than 12 year experience as a coach in developing the professionalism of junior high school teachers using the lesson study format, this activity turned out to motivate the author himself to open up and organize open-lesson mathematics in tertiary level. From the results of the observations, it was shown that the diverse answers of students were influenced by the educational background and experience of students during college or while obtaining education at the high school level.