HOTS Task Design Construction Obstacles Based on Prospective Teachers’ Perceptions: A Case Study on Numeracy
HOTS Task Design Construction Obstacles Based on Prospective Teachers’ Perceptions: A Case Study on Numeracy

Summary/Abstract: Numeracy is a form of Higher Order Thinking Skills (HOTS) that is currently given much attention in the world of education, especially mathematics education. The ability of prospective teachers in numeracy task design is important as a professional skill. However, some studies show that there are deviations in the perception of numeracy in prospective teachers. This study aims to explore the epistemological obstacles of numeracy task design construction experienced by prospective teachers based on their numeracy perception. This study used a qualitative approach with an explorative method. The subjects of this study were 6 prospective mathematics teachers. The research instruments used include task design forms, perception interview guidelines, and field notes. Based on the results of the study, it is known that prospective teachers with limited perception based on the verbal meaning of numeracy tend to experience obstacles in constraining the initial idea generation. Meanwhile, prospective teachers with a broad perception of numeracy meaning tend to experience obstacles in deviating from their final verification of mathematical content in numeracy tasks. By knowing the obstacles of prospective teachers in the numeracy task design, results of this study contribute to mathematics teacher education development.

• Details
• Contents