Pre-service mathematics teachers: Designing context-based tasks
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Abstract
In the era of ever-evolving education, integrating real contexts into mathematics learning is essential to improve student engagement and understanding. The problem so far is that learning, including assessments used in mathematics learning, has not used context. This condition causes mathematics learning carried out by teachers (including pre-service teachers) to be meaningless because mathematics learning is still considered a very abstract material, less applicable, and less relevant to everyday life. This study aimed to explore prospective mathematics teachers' skills in designing context-based assignments. This study uses a qualitative descriptive method involving three pre-service mathematics teacher students as research subjects. Data were collected through document analysis, observation, and in-depth interviews. Data analysis was conducted qualitatively, with data reduction, presentation, and conclusion stages. The study results showed that students understand the importance of using context in mathematics learning. However, there are still some obstacles to its practical application. Students often struggle to choose relevant and meaningful contexts and design tasks that can effectively integrate mathematical concepts with those contexts. Based on these findings, pre-service teacher students must improve their abilities in applying the context of everyday life and the environment around them to mathematics learning.
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