Identifying Approach Teachers Used in Assessing the Understanding of the Students on Derivative from SPUR Perspectives Rita Desfitri, Listy Vermana
Universitas Bung Hatta
Abstract
The level of understanding of students on mathematical knowledge could be assessed by multidimensional perspective of understanding; Skills, Properties, Uses, and Representations (SPUR) or which was also known as SPUR approach. This study was focused on identifying the way teachers used in delivering tasks or assignment to assess the level of understanding of their students on mathematical content knowledge. The participants of the study were high school teachers who taught derivative at high schools. Assignments that teachers gave to their students were analyzed to see what dimensional perspectives were used to figure out the ability of the students on related concepts in derivative. Based on their classroom observation and interviews, majority of teachers tended to uses skills and properties dimensional perspectives rather than uses and representations. Others supporting documents showed that even though teachers recognized that various kind of problems needed to help students understand concepts better, they tended to uses text book based problems rather than generating problems by themselves.
