An Analysis of Pre-Service Mathematics Teachers’ Desmos Activities for Linear Programming Lesson
1 Sampoerna University, INDONESIA2 Universitas Pendidikan Indonesia, INDONESIA* Corresponding Author
International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2020, ep2002, https://doi.org/10.30935/ijpdll/8312
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This qualitative study was aiming to analyze digital learning activities developed by pre-service mathematics teachers for linear programming lesson. The research participants were five pre-service teachers who assigned individually to develop learning activities for Linear Programming lesson by using Desmos Activity Builder. The analysis was conducted by adopting the Triple E framework, which measure how well the Desmos Activities are helping students engage in, enhance, and extend the lesson. It was found that all pre-service teachers have reached the green level of the Triple E Framework. Future improvement is needed, especially in the extension aspect. This study shows that there is potential to optimize pre-service mathematics teacher readiness to develop technology by providing opportunities for them to think about, design, experience, and reflect on how they can use technology for learning and teaching.
TLS, D. S., & Herman, T. (2020). An Analysis of Pre-Service Mathematics Teachers’ Desmos Activities for Linear Programming Lesson. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2002. https://doi.org/10.30935/ijpdll/8312
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