Elementary Teachers’ Knowledge on Fraction Multiplication: An Anthropological Theory of the Didactic Approach

Authors

  • Zetra Hainul Putra Universitas Riau Author

DOI:

https://doi.org/10.33578/

Keywords:

Anthropological theory of the didactic, fraction multiplication, in-service elementary teachers, contextual problems

Abstract

This study aims to evaluate Indonesian in-service elementary teachers’ knowledge on fraction by their responses to contextual problems on multiplication of a fraction by a whole number (O1) and multiplication of a fraction by a fraction (O2). Fifty Indonesian in-service elementary teachers from Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological
theory of the didactic (ATD), in particular praxeology, as a framework to analyse
the data. The result showed that only 22% of Indonesian in-service elementary teachers have a satisfactory relation to O1 and 64% of them have succeeded on the problems related to O2.

Downloads

Published

2019-02-20

Issue

Vol. 2 No. 1 (2019): February 2019

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Licence
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium 


Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Elementary Teachers’ Knowledge on Fraction Multiplication: An Anthropological Theory of the Didactic Approach. (2019). JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2(1), 47-52. https://doi.org/10.33578/