SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS
Vol. 128 No. 6B (2019), Journal of Social Sciences and Humanities
Vol. 128 No. 6B (2019)

SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueuni-jssh.v128i6B.5079
Published 2019-04-03
Nguyễn Thị Tân An
Khoa Toán - ĐH Sư phạm Huế
Tạ Thị Minh Phương
Thuan Hoa Highschool - Hue College of Education
Nguyễn Thị Duyến
Mathematics Department - Hue College of Education
Trần Ngọc Đức Toàn
Thuan Hoa Highschool - Hue College of Education
Trần Dũng
Mathematics Department - Hue College of Education
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Keywords

Authenticity
teacher knowledge
mathematical modeling instructional task

Abstract

The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.
https://doi.org/10.26459/hueuni-jssh.v128i6B.5079
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