KOMPETENSI PENYELESAIAN MASALAH DAN PENGETAHUAN KONSEPTUAL GURU MATEMATIK SEKOLAH MENENGAH

Abstract

Teachers need to execute multiple strategies to increase their problem solving competency and possess high conceptual knowledge to explicate the obtained answers for more effective teaching and learning process. This study aims to identify the algebraic conceptual knowledge among secondary school Mathematics teachers. This research uses the qualitative approach with case study design in which there were eight selected Mathematics teachers in a secondary school in Marang district, Terengganu. The instrument used was Conceptual Algebraic Knowledge Test (CAKT) instrument consisting 10 question items. Data was analysed based on the teachers’ answers and explanations on each question item. Research findings show that the problem solving competency and algebraic conceptual knowledge of the secondary school Mathematics teachers are at low level. They were unable to explain their work solutions and prone to emphasise on procedural knowledge rather than conceptual knowledge. Teachers’ weaknesses and shortcomings can be enhanced to enhance their problem solving competency and conceptual knowledge and by the authority creating more courses and programmes to elevate teachers’ quality and competency. This study is helpful to other researchers to conduct extensive research using disparate samples, location, methodologies, and factors.