In online learning during this pandemic, pre-service mathematics teachers’ engagement is the key to success in mathematics course, especially in analytic geometry courses. The way to encourage, pre-service mathematics teachers’ engagement in analytical geometry lectures is to use a geogebra applet-based didactic design. This study aims to describe, pre-service mathematics teachers’ engagement in online lectures using geogebra, namely in analytical geometry and multivariable calculus courses. This research was conducted on 72 pre-service mathematics teachers who enrolled in analytic geometry or multivariate courses. Data were collected using a Math Engagement Scales questionnaire consisting of cognitive, behavioral, social and emotional dimensions. This questionnaire uses a Likert scale. The data were analyzed quantitatively descriptively. The results show that pre-service mathematics teachers' engagement is in the high category. In detail, pre-service mathematics teachers’ engagement in the high category in terms of cognitive, behavioral, emotional, and social engagement. These results show the use of geogebra applet-based didactic design can encourage pre-service mathematics teachers' engagement in online lectures.
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27 January 2023
THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION: Flexibility in Research and Innovation on Science, Mathematics, Environment, and education for sustainable development
27–28 July 2021
Surakarta, Indonesia
Research Article|
January 27 2023
Pre-service mathematics teachers’ engagement in geogebra applet-based task design in online learning
Kimura Patar
Kimura Patar
a)
1
Department of Mathematics Education, Universitas Pelita Harapan
, Tangerang, Banten, Indonesia
a)Corresponding author: [email protected]
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a)Corresponding author: [email protected]
AIP Conf. Proc. 2540, 070015 (2023)
Citation
Kimura Patar; Pre-service mathematics teachers’ engagement in geogebra applet-based task design in online learning. AIP Conf. Proc. 27 January 2023; 2540 (1): 070015. https://doi.org/10.1063/5.0106241
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