Mathematical Creative Thinking Ability and Scaffolding Process According with Learning Styles for Pre-Service Teachers

Autor/inn/en	Wahyudi; Waluya, Stefanus Budi; Rochmad; Suyitno, Hardi
Titel	Mathematical Creative Thinking Ability and Scaffolding Process According with Learning Styles for Pre-Service Teachers
Quelle	In: Anatolian Journal of Education, 3 (2018) 1, S.39-50 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Mathematics Skills; Creative Thinking; Scaffolding (Teaching Technique); Cognitive Style; Preservice Teachers; Mathematics Instruction; Instructional Effectiveness; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kreatives Denken; Cognitive styles; Kognitiver Stil; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Ausland; Indonesien
Abstract	This study aimed to describe the ability of mathematical creative thinking and scaffolding process of pre-service teachers according to the learning styles. The participants were 50 first year pre-service primary teacher students. The research data were taken by questionnaire, test and interview. The questionnaire results to look at learning styles, test results to see the ability of mathematical creative thinking. Interviews were used to validate the results of thinking skills tests and scaffolding processes. The research design uses qualitative triangulation where the validity of data ability of creative thinking, scaffolding process seen from the result of test and interview. The first result of this study indicates that the subjects have different creative thinking abilities which were seen from his learning style. The second result shows that scaffolding according to the subject's learning styles can improve the ability of mathematical creative thinking. The scaffolding process begins with the provision of motivation, explaining, constructing the correct concept and working on the problem. The speed of the subject in receiving assistance through scaffolding takes different times. Although they have different learning styles, scaffolding process will be successful when used along with the media, either in the form of props and simulation drawings. (As Provided).
Anmerkungen	Anatolian Journal of Education. Eskisehir Osmangazi University Faculty of Education, Eskisehir 26480, Turkey. e-mail: aje.editorial@gmail.com; Web site: http://www.e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01