Conceptualizing mathematical knowledge for teaching of indonesian teacher in teaching number sense to early childhood
M Noviyanti, D Suryadi

1)Program Studi Pendidikan Matematika, Universitas Terbuka, Jl. Cabe Raya Pamulang, Tangerang Selatan
2) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

Abstract

This paper discusses about Mathematical Knowledge for Teaching (MKT) of Indonesian teachers in teaching number sense to early children, reviewed from Subject Matter Knowledge and Pedagogical Content Knowledge. The subjects of this research were three kindergarten teachers in Depok, West Java, Indonesia. The research method was qualitative method while the data was collected by observation, study of documentation, and interview. The result showed that the respondents had not understood well the number sense, teaching strategy and the early childhood level of achievement. However, in regard to the pedagogical ability, the respondents had conducted the teaching process well. The respondents were able to arrange a proper plan and strategy for the teaching process; able to know the characteristic of the children; and able to utilize the teaching evaluation which was beneficial for the stakeholder and themselves.

Keywords: Matematical Knowledge for Teaching, Number Sense, Early childhood, Teacher

Topic: 1. Mathematics Education