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Problem-based scaffolding for prospective mathematics teachers in graph theory course

Yunita Oktavia Wulandari(1Mail), Fitria Khasanah(2), Eko Yuniarto(3),
(1) Department of Mathematics Education, Universitas Wisnuwardhana, Malang, East Java, 65139, Indonesia
(2) Department of Mathematics Education, Universitas Wisnuwardhana, Malang, East Java, 65139, Indonesia
(3) Department of Mathematics Education, Universitas Wisnuwardhana, Malang, East Java, 65139, Indonesia

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Abstract


This study aimed to give a scaffolding process to improve the preservice teachers' ability in graph theory class. The present study implemented scaffolding techniques by administering graph theory questions. Four scaffoldings are used: (1) questioning, (2) prompting, (3) cueing, and (4) direct explanation. The choice of this problem can be observed through students' comprehension of graph theory. This research indicates that problem-based scaffolding can benefit students with challenges understanding graph theory. The students exhibit enthusiasm as they explore the interconnection between road systems, predatory and isomer, employing graph theory.


Keywords


problem-based learning; scaffolding; prospective mathematics teachers; graph theory course; mathematics learning; mathematics teaching;

   

Article DOI



DOI: https://doi.org/10.33122/ijtmer.v6i3.253 		       

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Article Pages


Pages: 198-205

   

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