Decision-making Skills of Prospective Mathematics Teachers in Designing Numeracy Tasks: A Study of Medium Level Pedagogical Content Knowledge.
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| Title: | Decision-making Skills of Prospective Mathematics Teachers in Designing Numeracy Tasks: A Study of Medium Level Pedagogical Content Knowledge. |
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| Authors: | Lestari, Nurcholif Diah Sri1 nurcholif.fkip@unej.ac.Id, Suwarno2, Pambudi, Didik Sugeng1, Kurniati, Dian1, Murtafiah, Wasilatul3, Sunardi1 |
| Source: | Mathematics Teacher Education & Development. 2026, Vol. 28 Issue 1, p1-17. 17p. |
| Subject Terms: | *Decision making, *Pedagogical content knowledge, *Active learning, *Mathematical ability, *Professional education, *Mathematics education, *Mathematics teachers, *Teacher education |
| Abstract: | Designing effective, contextual, and meaningful numeracy tasks requires prospective teachers to integrate their pedagogical content knowledge (PCK) with robust decision-making skills. This study aimed to explore the decision-making skills of three prospective mathematics teachers with medium-level PCK. They were purposively selected from thirty-one participants based on an initial numeracy task assessment. The analysis intentionally focused on those with medium-level PCK, as it represents a critical transitional level. After completing the task design, in-depth interviews were conducted, and data validity was ensured through member checking. The findings indicate that the participants' decision-making processes contained notable gaps in several parts of task design. The prospective teachers tended to overlook critical task details, focusing mainly on numeracy aspects while neglecting key components of PCK. Their task designs were generally limited to application-level word problems adapted from textbooks by merely altering the context and lacked opportunities for reasoning and creative thinking. They also determined task difficulty based on personal assumptions rather than students' learning needs. These findings underscore the importance of enhancing teacher education curricula by incorporating learning models that foster PCK-based decision-making skills, thereby supporting the holistic professional development of prospective mathematics teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194444442 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Decision-making Skills of Prospective Mathematics Teachers in Designing Numeracy Tasks: A Study of Medium Level Pedagogical Content Knowledge. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lestari%2C+Nurcholif+Diah+Sri%22">Lestari, Nurcholif Diah Sri</searchLink><relatesTo>1</relatesTo><i> nurcholif.fkip@unej.ac.Id</i><br /><searchLink fieldCode="AR" term="%22Suwarno%22">Suwarno</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Pambudi%2C+Didik+Sugeng%22">Pambudi, Didik Sugeng</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kurniati%2C+Dian%22">Kurniati, Dian</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Murtafiah%2C+Wasilatul%22">Murtafiah, Wasilatul</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Sunardi%22">Sunardi</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Mathematics+Teacher+Education+%26+Development%22">Mathematics Teacher Education & Development</searchLink>. 2026, Vol. 28 Issue 1, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Designing effective, contextual, and meaningful numeracy tasks requires prospective teachers to integrate their pedagogical content knowledge (PCK) with robust decision-making skills. This study aimed to explore the decision-making skills of three prospective mathematics teachers with medium-level PCK. They were purposively selected from thirty-one participants based on an initial numeracy task assessment. The analysis intentionally focused on those with medium-level PCK, as it represents a critical transitional level. After completing the task design, in-depth interviews were conducted, and data validity was ensured through member checking. The findings indicate that the participants' decision-making processes contained notable gaps in several parts of task design. The prospective teachers tended to overlook critical task details, focusing mainly on numeracy aspects while neglecting key components of PCK. Their task designs were generally limited to application-level word problems adapted from textbooks by merely altering the context and lacked opportunities for reasoning and creative thinking. They also determined task difficulty based on personal assumptions rather than students' learning needs. These findings underscore the importance of enhancing teacher education curricula by incorporating learning models that foster PCK-based decision-making skills, thereby supporting the holistic professional development of prospective mathematics teachers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Decision making Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Active learning Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Professional education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Teacher education Type: general Titles: – TitleFull: Decision-making Skills of Prospective Mathematics Teachers in Designing Numeracy Tasks: A Study of Medium Level Pedagogical Content Knowledge. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lestari, Nurcholif Diah Sri – PersonEntity: Name: NameFull: Suwarno – PersonEntity: Name: NameFull: Pambudi, Didik Sugeng – PersonEntity: Name: NameFull: Kurniati, Dian – PersonEntity: Name: NameFull: Murtafiah, Wasilatul – PersonEntity: Name: NameFull: Sunardi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14423901 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Mathematics Teacher Education & Development Type: main |
| ResultId | 1 |
