Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah

Kajian ini bertujuan untuk menyiasat dan meneroka pengetahuan pedagogi kandungan(PCK) yang melibatkan empat komponen pengetahuan isi kandungan, pengetahuanpedagogi am, pengetahuan pedagogi khusus dan pengetahuan konteks yang digunakansemasa mengajar dan bagaimana komponen-komponen tersebut diintegra...

Full description

Saved in:

Bibliographic Details
Main Author:	Noor Shah Saad
Format:	thesis
Language:	zsm
Published:	2006
Subjects:	QA Mathematics
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=6540
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:6540
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	zsm
topic	QA Mathematics
spellingShingle	QA Mathematics Noor Shah Saad Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
description	Kajian ini bertujuan untuk menyiasat dan meneroka pengetahuan pedagogi kandungan(PCK) yang melibatkan empat komponen pengetahuan isi kandungan, pengetahuanpedagogi am, pengetahuan pedagogi khusus dan pengetahuan konteks yang digunakansemasa mengajar dan bagaimana komponen-komponen tersebut diintegrasikan semasapengajaran pembelajaran tajuk Trigonometri. Dna kaedah kajian digunakan iaitu kaedahtinjauan melibatkan guru matematik tingkatan empat yang mengajar di daerah BatangPadang, Perak dengan menggunakan soal selidik bagi mendapatkan pandangan merekatentang pengetahuan dalam empat komponen PCK. Kajian kes pula melibatkan sepuluhorang guru matematik tingkatan empat yang dipilih secara 'persampelan bertujuan' dandata kualitatif diperoleh daripada lima protokol temu bual, pemerhatian dan pencerapanpengajaran pembelajaran di bilik darjah, dokumen serta catatan guru matematik semasapengajaran tajuk Trigonometri. Dapatan kajian mendapati guru matematik tingkatanempat ini mempunyai persepsi tentang pengetahuan bagi empat komponen PCK padatahap baik (min = 3.95) dan guru pengalaman (? 5 tahun) dan guru baru 5 tahun)mempunyai persepsi pada tahap penguasaan yang berbeza bagi komponen pengetahuanisi kandungan tetapi bagi komponen-komponen lain tidak ada perbezaan. Bagi kajiankes, kedua-dua kumpulan guru matematik ini nampaknya kurang berpengetahuan dalamkomponen pengetahuan isi kandungan yang berkaitan dengan matlamat dan objektifmatematik KBSM dan juga pengetahuan ten tang struktur sintaktik tetapi menguasaipengetahuan struktur substantif dengan baik. Bagi komponen pengetahuan pedagogi amdan pedagogi khusus, kedua-dua kumpulan guru matematik dilihat menguasainyadengan baik dalam aspek-aspek tertentu tetapi cara pelaksanaan mereka agak berbeza.Kaedah penerangan dianggap amat berkesan bagi pengajaran matematik danperancangan aktiviti pengajaran pembelajaran dilihat amat tipikal di kalangan merekaiaitu memulakan dengan set induksi, memberi penerangan, soal jawab secara lisan,memberi latihan, memantau dan pengajaran diakhiri dengan memberi kerja rumahsebagai latihan pengukuhan. Guru matematik baru dilihat kurang berkemampuan untukmengenal pasti kesukaran dan miskonsepsi pelajar tentang tajuk Trigonometri danpengalaman mengajar dilihat merupakan satu atribut yang penting dalam meningkatkankeyakinan mengajar terutamanya di kalangan guru matematik baru. Pengintegrasiankomponen-komponen PCK yang diamalkan agak berbeza di an tara guru matematik barudan berpengalaman. Amalan aktiviti pemulihan dan pengayaan tidak dapat dikesan dikalangan guru matematik baru dan guru matematik berpengalaman. Kajian ini juga turutmembincangkan beberapa implikasi dapatan kajian dan cadangan-cadangan untukmeningkatkan mutu program pendidikan matematik di universiti-universiti tempatan dankualiti pengajaran pembelajaran matematik.
format	thesis
qualification_name
qualification_level	Doctorate
author	Noor Shah Saad
author_facet	Noor Shah Saad
author_sort	Noor Shah Saad
title	Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
title_short	Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
title_full	Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
title_fullStr	Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
title_full_unstemmed	Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah
title_sort	pengetahuan pedagogi kandungan dan amalannya di kalangan guru matematik sekolah menengah
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Sains dan Matematik
publishDate	2006
url	https://ir.upsi.edu.my/detailsg.php?det=6540
_version_	1747833276036284416
spelling	oai:ir.upsi.edu.my:65402021-12-23 Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah 2006 Noor Shah Saad QA Mathematics Kajian ini bertujuan untuk menyiasat dan meneroka pengetahuan pedagogi kandungan(PCK) yang melibatkan empat komponen pengetahuan isi kandungan, pengetahuanpedagogi am, pengetahuan pedagogi khusus dan pengetahuan konteks yang digunakansemasa mengajar dan bagaimana komponen-komponen tersebut diintegrasikan semasapengajaran pembelajaran tajuk Trigonometri. Dna kaedah kajian digunakan iaitu kaedahtinjauan melibatkan guru matematik tingkatan empat yang mengajar di daerah BatangPadang, Perak dengan menggunakan soal selidik bagi mendapatkan pandangan merekatentang pengetahuan dalam empat komponen PCK. Kajian kes pula melibatkan sepuluhorang guru matematik tingkatan empat yang dipilih secara 'persampelan bertujuan' dandata kualitatif diperoleh daripada lima protokol temu bual, pemerhatian dan pencerapanpengajaran pembelajaran di bilik darjah, dokumen serta catatan guru matematik semasapengajaran tajuk Trigonometri. Dapatan kajian mendapati guru matematik tingkatanempat ini mempunyai persepsi tentang pengetahuan bagi empat komponen PCK padatahap baik (min = 3.95) dan guru pengalaman (? 5 tahun) dan guru baru 5 tahun)mempunyai persepsi pada tahap penguasaan yang berbeza bagi komponen pengetahuanisi kandungan tetapi bagi komponen-komponen lain tidak ada perbezaan. Bagi kajiankes, kedua-dua kumpulan guru matematik ini nampaknya kurang berpengetahuan dalamkomponen pengetahuan isi kandungan yang berkaitan dengan matlamat dan objektifmatematik KBSM dan juga pengetahuan ten tang struktur sintaktik tetapi menguasaipengetahuan struktur substantif dengan baik. Bagi komponen pengetahuan pedagogi amdan pedagogi khusus, kedua-dua kumpulan guru matematik dilihat menguasainyadengan baik dalam aspek-aspek tertentu tetapi cara pelaksanaan mereka agak berbeza.Kaedah penerangan dianggap amat berkesan bagi pengajaran matematik danperancangan aktiviti pengajaran pembelajaran dilihat amat tipikal di kalangan merekaiaitu memulakan dengan set induksi, memberi penerangan, soal jawab secara lisan,memberi latihan, memantau dan pengajaran diakhiri dengan memberi kerja rumahsebagai latihan pengukuhan. Guru matematik baru dilihat kurang berkemampuan untukmengenal pasti kesukaran dan miskonsepsi pelajar tentang tajuk Trigonometri danpengalaman mengajar dilihat merupakan satu atribut yang penting dalam meningkatkankeyakinan mengajar terutamanya di kalangan guru matematik baru. Pengintegrasiankomponen-komponen PCK yang diamalkan agak berbeza di an tara guru matematik barudan berpengalaman. Amalan aktiviti pemulihan dan pengayaan tidak dapat dikesan dikalangan guru matematik baru dan guru matematik berpengalaman. Kajian ini juga turutmembincangkan beberapa implikasi dapatan kajian dan cadangan-cadangan untukmeningkatkan mutu program pendidikan matematik di universiti-universiti tempatan dankualiti pengajaran pembelajaran matematik. 2006 thesis https://ir.upsi.edu.my/detailsg.php?det=6540 https://ir.upsi.edu.my/detailsg.php?det=6540 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik Abu Bakar Noordin, Noor Shah Saad, Bhasah Abu Bakar & Noraini Mohd Tajuddin(2004). Pencapaian dan Penguasaan Konsep Dalam Matematik Peringkat SijilPelajaran Malaysia. Dalam Prosiding Seminar Penyelidikan Universiti PendidikanSultan Idris. Tanjung Malim: UPSI.Abdul Rahman bin Daud. Penggunaan Teknologi Maklumat Dalam Pengajaran danPembelajaran Di Institusi Pendidikan Tinggi Awam Di Malaysia: Satu KajianFuturistik. Disertasi PhD yang tidak diterbitkan. Bangi: Universiti KebangsaanMalaysia.Abdul Razak Habib, Abd. Rashid Johar, Abdullah Md. Noor & Puteh Mohd. (1996).Pelaksanaan KBSM dalam mata pelajaran matematik, sa ins dan sains sosial disekolah. Dalam Prosiding Seminar Kebangsaan Penilaian KBSM Genting:Institut Aminuddin Baki.Aida Suraya Md. Yunus, Sharifah Mohd Nor & Habsah Ismail (1992). Analisis kcsilapanmasalah-masalah berkaitan nombor perpuluhan dan pecahan bagi pelajar tahunlima sekolah rendah. Jurnal Pendidik dan Pendidikan. 12, 15-32.Allen, R.M. & Casbergue, R.M. (1997). Evolution of novice trough expert teachers'recall implications for retlection on practice, Teaching and Teacher Education,13(7), 741-755.Amir Salleh (1996). Ringkasan laporan kajian penilaian KBSM: Survey sekolah (Fasa II).Dalam Prosiding Seminar Kebangsaan Penilaian KBSM. Genting: InstitutAminuddin Baki.Anderson, R. C. (1984). Some reflection on the acquisition of knowledge. EducationalResearcher. 13 (10), 5-10.Ary, D., Jacobs, L.C. & Razarieh, A. (2002). Introduction to Research in Education (sixthEd.) Australia: Thomson Learning.Asiah Ismail (1994). Beberapa pola kesilapan dalam kefahaman konsep nomborperpuluhan di kalangan murid tingkatan satu . Jurnal Pendidikan Matematik &Sains. Kuala Lumpur: Bahagian Pendidikan Guru. I, 10-13.Askew, M., Brown, M., Rhodes, Y., Willianm, D., Johnson, D. (1997). Effective teachersof numeracy: A report of a study carried out for the Teacher Training Agency,London: Kings College.Aubrey, C. (1997). Mathematics teaching in the early years: An investigation intoteachers' subject knowledge. London: Falmer.Ball, D. L. (1988a). Prospective teachers' understandings ofmathematics: What do theybring with them to teacher education? Paper presented at the annual meeting ofthe American Educational Research Association, New Orleans.Ball, D. L. (1990a). Prospective elementary and secondary teachers' understanding ofdivision. Journalfor Research in Mathematics Education, 21, 132-144.Ball, D. L. (1994). Developing mathematics reform: What don't we know about teacherlearning - but would make good working hypotheses? Paper presented atConference on Teacher Enhancement in Mathematics K-6, Arlington, VA.Ball, D. L., & Bass. (2000). Bridging Practices: Interweaving content and pedagogy inteaching and learning to teach. Journal of Teacher Education. 51(3),241-247.Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners:Toward a practice-based theory of professional education. Dalam DarlingHammond& G. Sykes (Eds.), Teaching as the learning profession: Handbook ofpolicy andpractice. (m.s. 3-32). San Francisco: Jessey-Bass.Ball, D. L. & Feirnan-Nemser, S. (1988). Using textbooks and teachers' guides: Adilemma for beginning teachers and teacher educator, Curriculum Inquiry, 18(4),401-423.Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching, AmericanEducator. 14(22),43-46.Ball, D. L., & McDiarmid, G. W. (1991). The Subject-Matter Preparation Of Teachers.Curriculum of Teacher Education, 437- 449.Ball, D. L. & McDiarmid, G. W. (in press). Research on teacher learning: Studying howteachers' knowledge change. Action in Teacher Education.Barnes, H. L. (1987). The conceptual basis for thematic teacher education programs.Journal of Teacher Education. 38 (4),13-18.Baturo, A. & Nason, R. (1996). Student teachers' subject matter knowledge within thedomain of area measurement. Educational Studies in Mathematics, 31,235-268.Becker, H. (1986). Doing things together: Selected papers. Evanston, IL: NorthwesternUniversity Press.Berliner, D. C., Stein, P., Sabers, D., Clarrige, P. B., Cushing, K & Pinnegar, S. (1988).Implications of research on pedagogical expertise and experience for mathematicsteaching. Dalam D.A. Grouws & T.J. Cooner (Ed). Perspective on research oneffective mathematics teaching (m.s. 2-36). VA: NCTM.Beyerbach, B. A., Smith, J. & Thomas, L. (1992). Developing a profile of pre-serviceteachers' thinking using concepts mapping, stimulated recall, discourse analysis.Journal ofResearch in Education, 2(1), 60-67.Bischoff, P. 1., Hatch, D. D., Watford, L. J. (1999). The state of readiness of initial levelpre-service middle grade science and mathematics teachers and its implications onteacher education programs. Journal of School Science & Mathematics. 99 (7),394-402.Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: Anintroduction to Theory and Methods (3 rd. ed.). Boston: Allan and Bacon.Bogdan, R. C. & Taylor, S. 1. (1975). Instruction to qualitative research: Aphenomenological approach to social science. New York: John Wiley & Son.Borgia, L. G. (2001). Pedagogical content knowledge in project-based teaching.Unpublished PhD Dissertation. Illinois: University of Illinois at Urbana-Champaign.Borich, G. D. (1999). Observation skillsfor effective teaching. New Jersey: Prentice-Hall.Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., Agard, P. C. (1992).Learning to teach hard mathematics: Do novice teachers and their instruction giveup too easily? Journal for Research in Mathematics Education. 23(3), 194-222.Borko, H., Livingston, C., McCaleb, J. & Mauro, L. (1988). Students teachers' planningand post-lesson reflection: Patterns and implications for teacher preparation.Teachers' professional learning (m.s. 65-83). London: Falmer Press.Brenner, M. (1985). Intensive interview. Dalam MJ. Brenner & D. Canter (Ed.) TheResearch Interview: Use and Approaches. London: Academic Press.Brewer, D. J. & Goldhaber, D. D. (2000). Improving longitudinal data on studentachievement: Some lessons from recent research using NELS:88. Washington,DC: U.S. Department of Education.Brian, R., Cohen, D. K. & Ball, D. L. (200 I). Measuring teachers' pedagogical contentknowledge in survey: An exploratory study. Report: Consortium for PolicyResearch in Education (CPRE).Brown, C.A. (1986). The study of the socialization to teaching ofa beginning secondarymathematics teacher. Unpublished doctoral dissertation. Georgia: University ofGeorgia, Dissertation Abstracts International, 46, 2605-A.Brown, C. A. & Borko, H. (1992). Becoming a mathematics teacher: Handbook ofresearch on mathematics teaching and learning. NY. Dalam D.A. Grouws (Ed).National Council of Teacher ofMathematics., New York: Macmillan.Bruner, J. S. (1960). The process ofeducation. New York: Vintage Books.Bums, R. B. (2000). Introduction to research method (4 tho ed). Kuala Lumpur:Longman.Burton, L. (tahun tidak dinyatakan). Mathematics and their epistemologies and thelearning of mathematics. Diperoleh September 15, 2005 daripadahttp://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme I-proceedings/cermelproceedings.htmlByrne, C. J. (1983). Teacher knowledge and teacher effectiveness: A literature review,theoretical analysis, and discussion of research strategy. Dalam P. L. Grossman,The making of a teacher: Teacher knowledge and teacher education. New York:Teachers College Press.Calderhead, J. (1984). Teachers' classroom decision making. Great Britain: Billing &Sons Limited.Calderhead, J. (1988). The development of knowledge structure in learning to teach.London: Falmer.Carlsen, W. S. (1987). Why do you ask? The effects of science teacher subject-matterknowledge on teacher questioning and classroom discourse. Paper presented atthe annual meeting of the American Educational Research Association,Washington, D.C.Carlsen, W. S. (1988). The effects ofscience teacher subject-matter knowledge on teacherquestioning and classroom discourse. Unpublished doctoral dissertation. Stanford,CA: Stanford of University.Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers'pedagogical content knowledge of students' problem solving in elementaryarithmetic. Journalfor Research in Mathematics Education, 19,385-53].Carpenter, T. P., Fennema, E. & Franke, M. L. (1996). Cognitively guided instruction: Aknowledge base for reform in primary mathematics instruction. The ElementarySchool Journal, 97(1),3 - 20.Carroll, J. B. (1963). A model for school learning. Dalam P.L. Grossman, The making ofa teacher: Teacher knowledge and teacher education. New York: TeachersCollege Press.Carol, M. (2005). The role of subject matter knowledge in primary trainee teachers'approaches to teaching in the topic of area. Dalam D. Hewitt, D. & A. Noyes(Ed). Proceedings of the sixth British Congress of Mathematics Education (m.s,113-119). Warwick: University of Warwick.Carter, K. (1990). Teachers' knowledge and learning to teach. Oalam W.R. Houston(Ed.). Handbook of Research on Teacher Education (m.s. 291-310). New York:Macmillan.Catherine, A. B. & Borko, H. (1992). Becoming a mathematics teacher. Hand book ofresearch on mathematics teaching & learning. Dalam D.A. Grouws, NationalCouncil of Teachers ofMathematics. New York: Macmillan.Chiew Chin Mon & Lim Chap Sam (2005). Using lesson study process to enhancemathematics teachers' content knowledge and teaching practices. CoSMED 2005International Conference on Science and Mathematics Education. Pulau Pi nang:SEAMEO RECSAM.Chinnappan, M. (1998). Decomposing trigonometry problems for schema acquisition.Journal ofApplied Research in Education, 2 (I), 85-98.Clark, G. A. & Zimmerman, E. D. (1988). View of self, family background, and school:interview with artiscally talented students gifted. Child Quarterly, 32 (4), 340-346.Clermont, C. P., Borko, H. & Krajcik, J. S. (1994). Comparative study of the pedagogicalcontent knowledge of experienced and novice chemical demonstrators, Journal ofResearch in Science Teaching, 31 (4),419-441.Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher and modelbuilder. Journalfor Research in Mathematics Education, 14, 83-94.Cochran, K. F. (1997). Pedagogical content knowledge: teachers' integration of subjectmatter. pedagogy, students, and learning environments. Diperoleh September 15,2005 daripada http://www.educ.sfu.calnarstsite/publications/research/pck.htmCochran, K. F., King, R. A. & DeRuiter, J.A. (1998). Pedagogical content knowledge: atentative model for teacher preparation. East Lansing, MI: National Center forResearch on Teacher Learning. (ERIC Document Reproduction Service No.E0340683).Cohen, D. K. (1986). Assessing the quality of teacher education. East Lansing, MI:National Center for Research on Teacher Education.Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ:Erlbaum.Cohen, L. & Manion, L. (1989). Research methods in education. Ed. Ke-3. London:Routlege.Cotton, K. (1995). Effective student practice: A research synthesis-1995 update.Diperoleh Jun 28, 2003 daripada http://www.nwrel.orglscpd/esp/esp95.html# 1Counts, M. C. (1999). A Case Study Of A College Physics Professor's PedagogicalContent Knowledge. Unpublished PhD. dissertation. Georgia: Georgia StateUniversity.Creswell, 1. W. (1994). Research design: Qualitative & quantitative approaches. NewYork: Sage.Crisan, C. (2000). The interaction between the use of LeT and mathematics teachers'professional knowledge base for teaching. Informal proceeding 19-2 (BSRLM).Cummings, A. L. & Murray, H. G. (1989). Ego development and its relation to teachereducation. Teaching and Teacher Education, 5,21-32.D' Augustine, C. H. (1973). Multiple Methods of Teaching Mathematics in theElementary School. New York: Harper & Row Publishers.Darling-Hammond, L. (Ed.). 1994). Review of research in education. Washington, DC:American Educational Research Association.Davis, P. J. & Harsh, R. (1983). The Mathematical Experience. Harmondsworth: PenguinBooks.Debra, A. S. (1999). Observing skills for effective teaching. London: Prentice-Hall, Inc.Deng, A. (1995). Estimating the reliability of the questionnaire used in the TeacherEducation and Learning to Teach study. Technical Series Reports 95-1. EastLansing, MI: National Center for Research on Teacher Education.Denzin, N. & Lincoln, Y. S. (1994). Handbook of qualitative research. London: Sage.Dewey, J. (1904/1983). The child and the curriculum. Dalam P.L. Grossman, The makingof a teacher: Teacher knowledge and teacher education. New York: TeachersCollege Press.Dienes, Z. P. (1971). Building up mathematics (Fourth ed.). London: HutchinsonEducational Ltd.Doyle, W. (1986). Classroom organization and management. Dalam P.L. Grossman, Themaking of a teacher: Teacher knowledge and teacher education. New York:Teachers College Press.Dunn, R. & Dunn, K. (1992). Teaching secondary students thought their individuallearning style: Practical approachesfor grade 7 - 12. Boston: Allyn & Bacon.Dunne, R & Harvard, G. (1990). Teaching practice criteria. Exeter: University of Exeter.Effendi Zakaria (1997). Sikap pelajar terhadap matematik tambahan: Hubunganya denganpencapaian adademik. Classroom Teacher. Pulau Pinang: SEAMEO RECSAM.Elbaz, F. (1983). Teacher thinking: A study ofpractical knowledge. New York: NicholsPublishing Co.Elliott, J. (1993). Reconstructing teacher education: Teacher development. London:Flamer.Emmer, E. (1997). Classroom management for secondary teachers (2nd ed.). EnglewoodCliffs, NJ: Prentice-Hall.Eraut, M. (1994). Developing professional knowledge and competence. London: Falrner.Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: Amodel. Journal ofEducation for Teaching, IS (I).Ernest, P. (1991). The Philosophy ofMathematics Education. London: McGraw-Hill.Ernest, P. (2004). What is the philosophy of mathematics education? Diperoleh Jun 14,2005 daripadahttp://www.ex.ac.ukJ?PErnest/pomeIS/PhoM%20forICME04.htmEven, R. (1993). Subject-matter knowledge and pedagogical content knowledge:Prospective secondary teachers and the function concept. Journal for Research inMathematics Education, 24(2).Even, R. & Tirosh, D. (1995). Subject-matter knowledge and knowledge about studentsas sources of teacher presentations of the subject matter. Educational Studies inMathematics, 29(1), 1-20.Fatimah Salleh (1996). Skim penyelesaian masalah bagi guru matematik KBSM. DalamProsiding Seminar Kebangsaan Penilaian KBSM Genting: Institut AminuddinBaki.Faux, R. (1995). Pedagogical content knowledge revisited: The role offolk theory inlearning to teach. Unpublished doctoral dissertation. Boston: University ofBoston. Dissertation Abstracts International, A 56/01, 164.Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives.Dalam W.R. Houston (Ed.), Handbook of research on teacher education. (m.s.212-233). New York: Macmillan.Feiman-Nemser, S. (2003). What new teacher need to learn. Educational Leadership.60(8),25-33.Fennema, E. & Franke, M.L. (1992). Teachers' knowledge and its impact. Dalam D. A.Grouws, (Ed). Handbook of research on teaching and learning. New York:NCTM.Feiman-Nemser, S. & Remillard, 1. (1996). The first year teacher preparation: Transitionto pedagogical thinking. Journal of Curriculum Studies. 18(3), 229-256.Ferrell, M. J. (1995). How three instructors' conceptions about mathematics andmathematics teaching relate to their instructional practices. Abstract from:ProQuest File: Dissertation Abstracts Item: 9530203.Fernandez-Balboa, 1. M. & Steihl, J. (1995). The generic nature of pedagogical contentknowledge among college professors. Teaching and Teacher Education, II (3),293-306.Fleiss, J. L. (1981). Measuring nominal scale agreement among many raters.Psychological Bulletin, 76,378-382.Flick, U. (1998). An introduction to qualitative research. London: SAGE.Frenstermacher, (1994). A Case study of a college physics professor's pedagogicalcontent knowledge. Unpublished PhD. dissertations. Georgia: Georgia StateUniversity.Fuller, R. A. (1997). Elementary teachers' pedagogical content knowledge ofmathematics. ERIC No. EJ 543451.Garet, M. S., Porter, A. C., Desimore, L., Birman, B.F. & Yoon, K. S. (2001). Whatmakes professional development effective? Results from a national sample ofteachers. American Educational Research Journal, 38, 915-945.Geddis, A. N. (1993). Transforming subject-matter knowledge: the role of pedagogicalcontent knowledge in learning to reflect on teaching. International Journal ofScience Education, 15(6), 673-683.Gess-Newsome, J. (1999). Pedagogical content knowledge: A introduction andorientation, Dalam J. Gess-Newsome, N. G. Lederman (Ed.). ExaminingPedagogical Content Knowledge. Kluwer Academic Publishers.Gipe, J. P. & Richards, J. C. (1992). Reflective thinking and growth in novices' teachingabilities, Journal ofEducational Research, 86 (I), 52-57.Glaser, B., & Strauss, A. (1967). The discovery grounded theory: Strategies forqualitative research. Chicago, IL: Aldine.Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction.White Plains, NY: Longman.Goodlad, J. L. (1984). A place called school: Prospects for the future. New York:McGraw-Hill.Good, T. L. & Brophy, J. (1990). Looking in classroom (5th ed.). New York: Harper &Row.Good, T. L. & Biddle, B. J. (1989). Research and the improvement of mathematicsinstruction: The need for observational resourses. Dalam D. A. Grouws (cd).Effective Mathematics Teaching (m.s. 114-142). Reston, VA: NCTM.Goulding, M., Rowland, T. & Barber, P. (2002). Does it matter? Primary teachertrainees' subject knowledge in mathematics. British Educational ResearchJournal, 28(5), 689-704.Goulding, M. (2003). An investigation into the mathematical knowledge of pre-serviceprimary teachers. Proceedings ofthe International Conference.Graham, K. J., Li, Y. & Curran Buck, J. (2000). Characteristics of mathematics teacherpreparation programs in the United States: An exploratory study. TheMathematics Educator, 5 (1/2), 5-31.Graham, K. J. & Fennell, F. (2001). Principles and standards for school mathematics andteacher education: preparing and empowering teachers. School Science andMathematics, 101(6), 319-327.Graham, K. J., & Fennell, F. (2002). Principle and Standards for School Mathematics andTeacher Education: Preparing and Empowering Teachers. Journal of SchoolScience and Mathematics, 101 (6), 319-327.Greenwood. (1984). Developing mathematical thinking. Portland OR: Quality EducationDesign.Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teachereducation. New York: Teachers College Press.Grossman, P. L. & Gudmundsdottir, S. (1987). Teachers and texts: An expert/novicestudv in Enelish. Paper presented at the annual meeting of the AmericanGrossman, P. L. & Richert, A. E. (1988). Unacknowledged knowledge growth: A reexaminationof the effects of teacher education. Teaching and Teacher Education:An International Journal ofResearch and Studies, 4 (I), 53?62.Grossman, P. L., Wilson, S. M. & Shulman, L. S. (1989). Teachers of substance: Subjectmatter knowledge for teaching. Dalam M. Reynolds (Ed), Knowledge Base forBeginning Teacher (m.s. 23-36). Oxford, England: Pergamon Press.Grouws, O. A. & Schultz, K. A. (1996). Mathematics teacher education. Oalam. J. Sikula(Ed). Handbook of research on teacher education (m.s. 442-458). New York:Macmillan.Guba, E. G. & Lincoln, Y. S. (198 I). Effective evaluation. San Francisco: Jessey-Bass.Gudmundsdottir, S. (I 987a). Learning to teach social studies: Case study of Chris andCathy. Paper presented at the annual meeting of the American EducationalResearch Association. Washington DC (ERIC Document Reproduction ServiceNo. Ed 29070 I).Gudmundsdottir, S. (I 987b). Pedagogical Content Knowledge: Teachers' ways ofknowing. Paper presented at the annual meeting of the American EducationalResearch Association. Washington DC (ERIC Document Reproduction ServiceNo. Ed 290701).Gudmundsdottir, S. (1989). Knowledge use among experienced teachers: Four casestudies of high school teaching. Unpublished doctoral dissertation. Stanford, CA:Stanford University.Gudmundsdottir, S. (1991). Values in pedagogical content knowledge. Diperoleh Februari2001 daripada http://www.sv.ntnu.no/ped/sigrun/publikasjoner/values.html.Gudmundsdottir, S. (1995). The narrative ofpedagogical content knowledge. DiperolehJun 15, 2005 daripadahttp://www.svt.ntnu.no/ped/sigrun/publikasjoner/PCKNARR.htmlGudmundsdottir, S., Reinertsen, A. & Nordtomme, N. (1995). Something wise,something vital, something invisible: On the nature of pedagogical contentknowledge. Zeitschrift Fur Pedagogik, 33, 163-174.Hansen, O. T. (I 995). The call to teach. New York: Teachers College Press.Hapidah Mohamed, Lilia Halim, Abdullah Mohd Noor & Mohd. ?.ahandri Hamzah(2002), Pemikiran dan tindakan guru cemerlang: satu kajian kes. OalamProsiding The inaugural UPS! International Teacher Education Conference.Kuala Lumpur: UPSI.Hargreaves, A. (1994). Changing Teachers, Changing Times. London: Cassell.Harries, T. & Barrington, R. (2001). An exploration into the mathematics subjectknowledge of students on QTS course. Mathematics Education Review, 14. 18-30.Hashweh, M. Z. (1987). Effects of subject matter knowledge in teaching biology andphysics. Teaching and Teacher Education: An International Journal ofResearchand Studies, 3(2), 109-120.Hashweh, M. Z. (1996). Effects of science teachers' epistemological beliefs in teaching.Journal ofResearch in Science Teaching, 33,47- 64.Hassard, J. (2000). Pedagogical content knowledge concept map. Diperolehi Februari 2,2001 daripada http://www.scied.gsu.edu/Hassard/.Heaton, R. M. (1992). Who is minding the mathematics content? A case study of a fifthgradeteacher. Elementary School Journal, 93, 151-192.Hiebert, J., Gallimore, R. & Stigler, 1. W. (2002). A knowledge base for the teachingprofession: what would it look like and how can we get one? EducationalResearcher, 31 (5),3-15.Hiebert, J., Weame, D. & Taber, S. (1991). A fourth graders' gradual construction ofdecimal fractions during instruction using different physical representation.Elementary School Journal, 91, 321-341.Hogbin, R. (1998). Teaching trigonometry to a year 10 class. Diperoleh September 14,2005 daripada http://sI3math.aca.mmu.ac.uk/Howsam, R. B., Corrigan, D. C., Denmark, G. W. & Nash, R. J. (1976). Educating aprofession. Washington, DC: American Association of College for TeacherEducation.Hsin-Mei E. Huang. (2000). Investigating of teachers' mathematical conceptions andpedagogical content knowledge in mathematics. Diperoleh Februari 3, 2001daripada http://www.geocities.com/tgzaizalpckl.htm.Investigating of teachers' mathematical conceptions and pedagogical content knowledgein mathematics. Diperolchi Februari 2003 daripadahttp://www.geocities.com/tgzaizalpckl.htm.Kagan, D. M. (1992). Professional growth among pre-service and beginning teachers.Review ofEducational Research. 62(2), pp. 129-169.Kagan, S. & Kagan, M. (1998). Multiple Intelligences: The complete MI book. KaganCooperative Learning. CA.Kagan, D. M. & Tippins, DJ. (in press). How teachers' classroom cases express theirpedagogical beliefs. Journal of Teacher Education, 42(4), 281-291.Kallison, J.M. (1986). Effects of lesson organization on achievement. AmericanEducational Research Journal, 23(2), 337-347.Karen, B. & Marilyn, S. (1993). Planning and Organizing Curriculum. New York:Macmillan Publishing Company.Kellough, R. D. & Kellough, N. G. (1999). Secondary school teaching: A guide tomethods and resources planningfor competence. New Jersey: Prentice-Hall.Kementerian Pendidikan Malaysia. (1994). Kajian keberkesanan kurikulum kursusperguruan lepas ijazah (KPLI) institutlmaktab perguruan Malaysia. Tidakditerbitkan. Bahagian Pendidikan Guru.Kementerian Pendidikan Malaysia. (1999). Pukal latihan: Metod dan teknik analisis datakualitatif. Tidak diterbitkan. Bahagian Pendidikan Guru.Kementerian Pendidikan Malaysia. (1993). Laporan kajian pengajaran dan pembelajaranpenyelesaian masalah dalam matematik KBSR. Kuala Lumpur: Jemaah NazirSekolah Persekutuan.Kementerian Pendidikan Malaysia (1996). Pelaksanaan program KBSM dalam bilikdarjah. Kuala Lumpur: Jemaah Nazir Sekolah Persekutuan.Kementerian Pendidikan Malaysia (2003). Standard Kualtiti Sekolah. Kuala Lumpur:Jemaah Nazir Sekolah Persekutuan.Kementerian Pendidikan Malaysia (1998), Sukatan Pelajaran Kurikulum BersepaduSekolah Menengah - Matematik Tingkatan Empat. Pusat PerkembanganKurikulum. Kuala Lunpur: Dewan Bahasa & Pustaka.Kementerian Pendidikan Malaysia (2003), Sukatan Pelajaran Kurikulum BersepaduSekolah Menengah - Matematik Tingkatan Empat. Pusat PerkembanganKurikulum. Kuala Lunpur: Dewan Bahasa & Pustaka.Kennedy, M. (2002). Knowledge and teaching [1]. Teachers and Teaching: Theory andPractice. 8(3/4), 355-370Kennedy, M. (1993). A guide to the measures used in the Teacher Education andLearning to Teach study. East Lansing, MI: National Center for Research onTeacher Education.Kerlinger, F. N. (1985). Foundations of behavioral research (3 rd. ed.) Tokyo: CBSPublishing.Kerr, D. H. (1981). The structure of quality in teaching. Dalam J. Soltis (Ed.), Philosophy and education. Chicago: University of Chicago Press.Khoo Phon Sai (1986). Belajar untuk mengajar matematik sekolah menengah. KualaLumpur: Berita Publishing.Kleining, G. (1982). Umriss zu einer Methodologie qualitativer Sozialforschung. KolnerZeitschrift fur Soziologie und Sozialpsychologie, 34, 224-245. Dalam U. Flick(1998). An introduction to qualitative research. London: SAGE.Klein, R. (2000). Teachers' knowledge of students' conceptions: The case of rationalnumbers. Diperoleh Ogos 12, 2005 daripadahttp://www.tau.ac.illeducationltoar3/archive/etakzir2000-2.htmlKonting, M. M. (1997). In search of good practice: A case study of Malaysian effectivemathematics teachers classroom teaching. Journal of Science and MathematicsEducation in South East Asia, 20(2), 8-20.Kraus, S. & Butler, K. (2000). Reflection is not description: Cultivating reflection withpre-service teachers. American Association of Colleges for Teacher Education.Chicago, IL.Lacey, C. (1985). Professional socialization of teachers. 171e international encyclopediaofeducation, pp 4073-4084). Oxford: Pergamon Press.Lampert, M. (1984). Teaching about thinking and thinking about teaching. Journal ofCurriculum Studies, 16 (1), 1-18.Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition andInstruction, 3, 305-342.Lampert, M. (1988). What can research on teacher education tell us about improvingquality in mathematics education? Teaching & Teacher Education, 4, 157-170.Lampert, M. (1990). When the problem is not the question and the solution is not theanswer: Mathematical knowing and teaching. American Educational ResearchJournal, 27, 29-63.Lanier, J. E. & Little, J. W. (1986). Research on teacher education. Dalam M. C. Wittrock(Ed.), Handbook of research on teaching (3rd ed., m.s. 527-269). New York:Macmillan.LeCompte, M. D. & Preissle, J. (1993). Ethnography and qualitative design ineducational research. (2nd ed.). San Diego: Academic Press.Lederman, N.G., ?ess-N?wsome, J. & Latz, M. S. (1994). The nature and developmentof pre-service SCIence teachers' conceptions of subject matter and pedagogy.Journal ofResearch in Science Teaching, 31 (2), 129-146.Leinhardt, G. & Smith, D. (1985). Expertise in mathematics instruction: subject matterknowledge. Journal ofEducational Psychology. 77, 247-271.Leinhardt, G. & Greeno, J. G. (1986). The cognitive skill of teaching. Journal ofEducational Psychology. 78, 75-95.Leinhardt, G. (1988). Situated knowledge and expertise in teaching. Dalam 1. Calderhead(Ed) Teachers' Professional Learning (m.s. 35-51). London: Falmer.Lester, F. K., Masinglla, 1. O. & Mau, S. T. (1994). Learning how to teach via problemsolving. Professional development for teachers of mathematics (m.s. 152-166).Reston, VA: NCTM.Lilia Halim. (1997). A critical appraisal ofsecondary science teacher training programsin Malaysia with an emphasis on pedagogical content know/edge. Tesis PhD yangtidak diterbitkan. London: King's College.Lilia Halim, Abd Rashid Johar, T. Subahan Mohd Mcerah, Abdul Razak Habib & KhalidAbdullah (1998). Perkembangan pengetahuan pedagogikal kandungan (PCK)guru pelatih Sains melalui pengajaran implisit dan eksplisit. Laporan projekpenyelidikan Projek G2/98. UKM.Lilia Halim & Norlena Salamuddin. (2000). Orientasi akademik: Pendekatan alternatifdalam program pendidikan guru siswazah di Malaysia. Akademika 56, 47-64.Lilia Halim & T. Subahan Mohd Meerah (2002). Science Trainee Teachers' PedagogicalContent Knowledge and Its Influence on Physics Teaching. Research in Science &Technological Education. 20 (2), 216-225.Loftland, J. (1971). Analyzing social settings: A guide to qualitative observation andanalysis. California: Woodswarth.Lowery, N. V. (2002). Construction of teacher knowledge in context: Preparingelementary teachers to teach mathematics and science. Diperoleh Julai 8, 2002daripadahttp://proguest.um i .com/pqdwcb? Did=OOOOOO 1097466 72&Fmt=4&Del i=1&Mtd=I&Idx=19&Lubinski, C.A. (1989). Cognitively-guided Mathematics instruction & teachers' Decisionmaking. Unpublished doctoral dissertations. Wisconsin: University of Wisconsin.Mcgehee, J. J. (1990). Prospective secondary teachers k?owl?dge ofthe functio? conc?pt.Unpublished doctoral dissertation. Texas: University of Texas. DissertationAbstracts International, A 52/02, 456.Madsen-Nason, A., & Lanier, P. (1986). Pamela Kaye's general math class: From acomputational to a conceptual orientation (Research Series No. 172). EastLansing: Michigan State University, Institute for Research on Teaching.Magnusson, S., Borko, H., Kradjcik, J. & Layman, J. (1992). The relationship betweenteacher content and pedagogical content knowledge and student contentknowledge of Heat Energy and Temperature. Paper presented at the AnnualMeeting of the National Association for Research in Science Teaching. MA:Boston.Magnusson, S., Borko, H. & Krajcik, 1. (1998). Nature, Source, and development ofpedagogical content knowledge for science teaching. Dalam J. Gess-Newsome &N. Lederman (Ed.). Knowledge for science teacher. Kluwer AcademicPublishers.Manouchehri, A. (1997). School mathematics reform: implication for mathematicsteacher preparation. Diperoleh Julai 25, 2002 daripadahttp://proquesLumi.com/pqdvv'eb?Did=OOOOOOO II 93406&Fmt=3&Deli= I &MlJ= I&ldx=32Marks, R. (1990a). Pedagogical content knowledge: From a mathematical case to amodified conception. Journal of Teacher Education, 41 (3),3-12.Marks, R. (I 990b). Pedagogical content knowledge in elementary mathematics.Unpublished doctoral dissertations. Stanford: University of Stanford. DissertationAbstracts International, A 51/01, 101.Marshall. C. & Rossman, G. B. (1989). Designing qualitative research. DaJam AbdulRahman bin Daud. Penggunaan Teknologi Maklumat Dalam Pengajaran danPembelajaran Di Institusi Pendidikan Tinggi Awam Di Malaysia: Satu KajianFuturistik. Disertasi PhO yang tidak diterbitkan. Bangi: Universiti KebangsaanMalaysia.Maxwell, J. A. (1996). Qualitative research design: an interactive approach. ThousandOaks, London: SAGE.Maykut, P. & Morehouse, R. (1994). Beginning qualitative research: A philosophic andpractical guide. London: Falmer.Maynard, T. (1996). Primary school teachers as mentors ofsubject knowledge. DiperolehJun 15,2005 daripada http://www.aare.edu.au/95pap!maynt95379.txtMcCall, G. 1. & Simmons, J. L. (1969). Issues in participant observation. Reading, MA:Addison Wesley.McDiannid, G. W. (1989). 'Why staying one chapter ahead doesn't really work: Subjectspecificpedagogy'. Dalam M. Reynold (Ed). Knowledge Base for the BeginningTeacher. The American Association of Colleges for Teacher Education, NewYork: Pergamon.McKernan, 1. (1996). Curriculum action research: a handbook ofmethods and resourcesfor the reflective practitioner. London: Kogan Page.McLaughlin, M. & Talbert, J. E. (1993). Contexts that matter for teaching and learning:Strategic opportunities for meeting the nation's educational goals. Stanford, CA:Center for Research on the Context of Secondary School Teaching, StanfordUniversity.McNamara, 0., Jaworski, B., Rowland, T., Hodgen, J. & Prestage, S. (tahun tidakdinyatakan). Developing mathematics teaching and teachers. A ResearchMonograph. Chapter 2: Subject and Pedagogical Content Knowledge for TeachingMathematics.Md. Nor Bakar (1995). Masalah pengkonsepan dalam matcmatik. Jurnal PendidikanUTM 1 (1), 72-80.Meissner, H. (1983). How to prove relational understanding. Proceeding of the SeventhInternational Conferencefor the Psychology Mathematics Education, 76-81.Melton, R. F. (1978). Resolution of conflicting claims concerning the effect ofbehavioral objectives on student learning. Review of Educational Research, 48,291-302.Meredith, A. (1993). Knowledge for teaching Mathematics: some student teachers' views.Journal ofEducation for Teaching. 19(3),325-338.Meredith, A. (1995). Terry's learning: Some limitations of Shulman's pedagogicalcontent knowledge. Diperoleh Mac 24, 2004 daripada http://www.EBSCOhost4.htmMerriam, S. B. (1998). Qualitative research and case study: Application in Educations,Revised and expended from case study research in education. San Francisco.Josses-Bass.Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. (2 nd. ed.). London:Sage.Millett, M. & Johnson, A. (1996). Subject matter knowledge for teaching mathematics.Dalam McNamara, 0., Jaworski, B., Rowland, T., Hodgen, J. & Prestage, S.Chapter 2: Developing mathematics teaching and teachers. A ResearchMonograph. UK.Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E. & James, T. L. (2002). Pre-serviceteachers' educational beliefs and their perceptions of characteristics of effectiveteachers. The Journal of Educational Research Bloomington.Mohd. Johan Zakaria (2002). Perkaitan antara pendekatan belajar dan kemahiranmenyelesaikan masalah dengan keupayaan menyelesai masalah bagi tajukpecahan. Tesis PhD yang tidak diterbitkan. Bangi: Universiti KebangsaanMalaysia.Mohammed Sani Abdullah & Zuriadah Abd. Majid (2002). Masalah profesionalisme gurupermulaan di sekolah menengah Wilayah Persekutuan Kuala Lumpur. DalamProsiding The Inaugural UPSI International Teacher Education Conference.Kuala Lumpur: Universiti Pendidikan Sultan Idris.Mohd Salleh Abu & Zaidatun Tasir (2001). Pengenalan kepada analisis databerkomputer SPSS 10.0for windows. Kuala Lumpur: Venton Publishing.Monk, D. H. (1994). Subject area preparation of secondary mathematics and scienceteachers and student achievement. Economics of Education Review. 13(2), 125-145.Morine-Dershimer, G. & Kent, T. (1999). The complex nature and sources of teachers'pedagogical knowledge. Dalam J. Gess-Newsome, N. G. Lederman (Ed.).Examining Pedagogical Content Knowledge. Kluwer Academic Publishers.Munby, H., Russell, T, & Martin, A.K. (200 I). Teachers' knowledge and how it develop.In V. Richardson (Eds.). Handbook ofResearch on Teaching (4th. ed., m.s. 877-899). Washington: AERA.Murphy, C. (2005). The role of subject knowledge in primary trainee teachers'approaches to teaching in the topic of area. Dalam D. Hewitt & A. Noyes (Eds.),Proceeding of the sixth British Congress of Mathematics Education (m.s. 113-119). Warwick: University of Warwick.Nagendralingan, R., Noor Shah Saad, Rajendran, N., Zaini Abdullah, & Napisah Kepol(2002). Pembinaan ilmu kandungan pedagogi Di kalangan guru matematik:Antara retorik dan realiti. Dalam Persidangan Kebangsaan Pendidikan Matematik2002. Kuala Lumpur. UPSI.. Nagendralingan, R., Rajendran, N., Noor Shah Saad, Napisah Kepol, Zaini Abdullah(2003). Pangkalan Ilmu Profesional Guru: Perkembangan PengetahuanKandungan Pedagogi (PCK): Satu Kajian Kes Komperatif. Laporan KajianJangka Pendek Universiti Pendidikan Sultan Idris.National Council of Teacher of Mathematics (1989). Curriculum and evaluationstandards for school mathematics. Reston, Va: Author.National Council of Teacher of Mathematics (1991). Professional standards for teachingmathematics. Reston, Va: Author.National Council of Teacher of Mathematics (2000). Principles and standards for schoolmathematics. Reston, Va: Author.National Research Council (1989). Everybody count: A Report to the nation on the futureofmathematics education. Washington, DC: National Academy Press.National Research Council (1996). National science education standards. Washington,DC: National Academy Press.Nik Aziz Nik Pa (1992). Agenda Tindakan: Penghayatan Matematik KBSR dan KBSMKuala Lumpur. Dewan Bahasa & Pustaka.Nik Aziz Nik Pa (1994). Halangan kognitif dalam pembelajaran matematik rendah.Dalam Prosiding Seminar Kebangsaan Pakar-pakar Pendidikan MatematikRendah. Kuala Lumpur. Bahagian Pendidikan Guru.Nik Aziz Nik Pa (1996). Perkembangan Profesional: Penghayatan Matematik KBSR danKBSM Kuala Lumpur. Dewan Bahasa & Pustaka.Nik Aziz Nik Pa (1999). Pendekatan konstruktivisme radikal dalam pendidikanmatematik. Kuala Lumpur. Universiti Malaya.Nik Aziz Nik Pa & Ng See Ngean (1991). Kajian tentang pelaksanaan Matematik KBSM:Fenomena Tahun Pertama (1989) dan kedua (I 990). Satu laporan dikcmukakankepada Kementerian Sains, Teknologi dan Alam Sekitar pada November 15,1991.Nik Aziz Nik Pa & Ng See Ngean (1992). Research on mathematics learning andteaching in Malaysia. International Seminar State-of The-Art of Research inScience and Mathematics Education in Southeast Asia and The Pacific. PulauPinang: SEAMEO-RECSAM.Noor Shah Saad (1992). Pendidikan guru matematik sekolah rendah: Persepsi gurulepasan dan pensyarah maktab perguruan dan guru besar. Tesis sarjana yang tidakditerbitkan. Bangi: Universiti Kebangsaan Malaysia.Noor Shah Saad & Abu Bakar Noordin. (2002). Penguasaan pelajar tingkatan empatdalam bidang nombor. Dalam Prosiding Persidangan Kebangsaan PendidikanMatematik 2002. Kuala Lumpur. UPSI.Noorashikin Noor Ibrahim (2002). Pengetahuan pedagogikal kandungan (PPK) gurumatematik dalam tajuk algebra di daerah Kota Bharu, Kelantan. Tesis sarjanayang tidak diterbitkan. Bangi: Universiti Kebangsaan Malaysia.Noraini Idris (1991). Skim penambahan Nombor Bulat bagi murid-murid darjah tiga. Tesis sarjana yang tidak diterbitkan. Kuala Lumpur: Universiti Malaya.Noraini Idris (2001). Pedagogi dalam pendidikan matematik. Kuala Lumpur: UtusanPublications & Distributors.Norhayati Alwi, Aida Suraya Md. Yunus, Rohani Ahmad Tarmizi, Kamisah Osman, LiliaHalim (2003). Perancangan kurikulum pendidikan matematik. Kuala Lumpur.Open University Malaysia.Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York: CambridgeUniversity Press.Omar Hamat (1994). Gaya dan am alan pengajaran matematik peserta kursus KSPK diMPKB. Jurnal Pendidikan Matematik & Sains, I, 51-56.Ornstein, A.C. (1995). Teaching: theory into practice. Dalam Hapidah Mohamed, LiliaHalim, Abdullah Mohd. Noor, Mohd. Sahandri. Prosiding The Inaugral UPSIInternational Teacher Education Conference. Kuala Lumpur: UPS I.Palanisamy, K. (1986). Cognitive development and acquisition of the mathematicalconcepts offraction, ratio, and proportion: A study of a sample of Malaysianurban secondary school pupils. Unpublished master thesis. Kuala Lumpur:University of Malaya.Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park. Sage.Pedagogical content knowledge concept map. Diperoleh Februari 2, 2003 daripadahttp://www.scied.gsu.edu/Hassard/Penso, S. (2002). Pedagogical content knowledge: how do student teachers identify anddescribe the cause of their pupils' learning difficulties? Asia-Pacific Journal ofTeacher Education, 30,25-37.Phillips, B. S. (1971). Interview questionnaires and survey in social research: Strategyand tactics. New York: Macmillan.Pollard, A. & Triggs, P. (1997). Reflective teaching in secondary education. London:Cassell.Pressley, M. (1992). Encouraging mindful use of prior knowledge: Attempting toconstruct explanatory answers facilities learning. Educational Psychologist, 27,91-109.Prestage, S. & Perks, P. (l999a). Subject matter knowledge for teaching mathematics.Dalam Mcnamara, 0., Jaworski, B., Rowland, T., Hodgen, J. & Prestage, S.Chapter 2: Developing mathematics teaching and teachers. A ResearchMonograph. UK.Public Agenda. (2000). Reality check 2000. New York: Pew Charitable Trust.Pumadevi Sivasubramaniam (1992). Special mathematics project for weak students in theupper secondary level. International Seminar State-of-The-Art of Research illScience and Mathematics Education in Southeast Asia and 117C Pacific. PulauPinang: SEAMEO-RECSAM.Putman, R. T. (1992a). Teaching the "how" of mathematics for everyday life: A casestudy of a fifth-grade teacher. Elementary School Journal, 93, 163-177.Putman, R. T. & Barko, H. (1997). Teacher learning: Implications of new views ofcognition. Dalam B.J. Biddle, T.L. Good, & I.F. Goodson (Ed). Internationalhandbook ofteachers and teaching. (II, m.s.1223 - 1296). Netherlands: Kluwer.Putman, R. T. & Borko, H. (2000). What do new views of knowledge and thinking haveto say about research on teacher learning? Educational Researcher, 29( I), 4-15.Putman, R. T., Heaton, R. M., Prawat, R. S. & Remillard, J. (1992). Teachingmathematics for understanding: Discussing case studies of four fifth-gradeteachers. Elementary School Journal, 93, 213-228.Quinn, R. J. (1997). Effects of mathematics methods courses on the mathematics attitudesand content knowledge of pre-service teachers. The Journal of EducationalResearch. Bloomington.Rahim Ahmad (1978). Perbandingan kesan-kesan dua kaedah mengajar dalammenyampaikan konsep besaran dalam matematik kepada murid tingkatan empatsekolah menengah kebangsaan. Tesis sarjana yang tidak diterbitkan. KualaLumpur: Universiti Malaya.Raja Nor Safinas Raja Harun & Mariam Mohamed Nor (2002). Practicum teachersjournal writing: An analysis. Dalam Prosiding The Inaugural UPSI InternationalTeacher Education Conference. Kuala Lumpur: UPS!.Rajendran, Nagappan (1998). Teaching higher-order thinking skills in languageclassroom: The need for transformation of teaching practice. Unpublisheddoctoral dissertation, East Lansing, MI: Michigan State University.Rajendran, Nagappan (2001). Dealing with biases in qualitative research: a balancing actfor researchers. Dalam Prosiding Qualitative Research Convention 200 I. KualaLumpur: Universiti Malaya.Rajendran, Naggappan, Noor Shah Saad, Nagendralingan, R., Sapia Md. Yasin, IdrisMohd. Radzi & Lim Chong Hin. (2005). Teachers' pedagogical decision makingQualities: Transforming teaching and learning. Laporan akhir: lntcnsi lying Research in Priority Areas Research Project (lRPA). Tanjung Malim: UniversitiPendidikan Sultan Idris.Ramakrishnan, M. (1998). Pre-service teachers: Understanding of perimeter and area.School Science & Mathematics, 98(7), 361-368.Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher'smathematics beliefs and teaching practice. Journal for Research in MathematicsEducation, 550-576.Reynolds, l. A., Haymore, J., Ringstaff, C. & Grossman, P. L. (1988). Teachers andcurriculum materials: Who is driving whom? Curriculum Perspectives, 8( I), 22-30.Reynolds, M.C. (1989). Knowledge base for the beginning teacher. Oxford: Pergamon.Reynolds, A. (1992). What is competent beginning teaching? A review of the literature.Review ofEducational Research, 62(1), 1 -35.Richards, 1. C. (1991). Reflective teaching in TESOL teacher education. Hong Kong:Issues in language teacher education. Anthology series 30 (ERIC DocumentReproduction Service No. ED 370 357)Ringstaff, C. (1989). Teacher misassignment: A matter of degrees. Unpubl ishcd doctoraldissertation, Stanford University, Stanford, CA.Roberson, T. (2000). Philosophy of philosophy: Making the connection betweenphilosophy and pedagogyfor pre-service teachers. Paper presented at the AnnualMeeting of the Society for Philosophy and History of Education, Biloxi, MS.Robitaille, D. F. (1993). Characteristics of school, teachers, and students. Dalam L.Burstein (Ed). The lEA study of mathematics 111: student growth and classroomprocesses. U.K: Pergamon Press.Roulet, R. G. (1998). Exemplary mathematics teachers: Subject conceptions andinstructional practices. Diperoleh Jun 5, 2005 daripadahttp://www.ex.ac.uki-PErnest/thesis/tb1cont.htmRowan, B., Steven, G. S., Ball, D. L., Miller, R. (2001). Measuring teachers'pedagogical content knowledge in surveys: an exploratory study. DiperolehFebruari 2, 2005 daripadahttp://www.sii.soe.umich.eduldocuments/pck%20final%20report%20rcviscd%206R 1 0090 l. pdfRowland, T.: Huckstep, P, & Thwaites, A. (2003). Novices' choice of examples in theteaching of elementary mathematics. Proceedings of The InternationalConference. Bmo: Czech Republic.Rowland, T., Huckstep, P. & Thwaites, A. (2004). Developing elementary mathematicsteaching through a focus on teacher knowledge. Diperoleh Jun 6, 2005 daripadahttp://www.goegle/Developing%20elementary%20mathematics%2Oteaching%20through%20a%20focRowland, T., Barber, P., Heal, C. & Martyn, S. (tahun tidak dinyatakan). Prospectiveprimary teachers' mathematics subject knowledge: Substance and consequence.Diperoleh Jun 6, 2005 daripada http://wvlw.goegle.com/Sanger, 1. (1988). Ethnographic research method. Cambridge Journal of Education. 18(3),287-295.Saw Kian Swa (1996). Kelemahan pel ajar tingkatan cmpat kemanusian dalam matcmatik.Prosiding Seminar Kebangsaan Penilaian KBSM. Genting: Institut AminuddinBaki.Schon, D. (1987). Educating the reflective practitioner: Toward a new design forteaching and learning in the professions. San Francisco, CA: losses-Bass.Schwab, 1. 1. (1964). The structure of disciplines: Meanings and significance. Dalam P. L.Grossman. The making of a teacher: Teacher knowledge and teacher education.New York: Teachers College Press.Schwab, J. 1. (1978). Education and the structure of the disciplines. Dalam I. Westbury &N. J. Wilkof (Ed). Science, curriculum, and liberal education: Selected essays (2nded., 229-272). Chicago: University of Chicago Press.Segal, E. (2001). Reasoning and problem solving: Expertise and its development.Diperoleh Jun 6, 2005 daripadahttp://pluto.fss.buffalo.edu/classes/psy/segaIl416f2001/Expertise.htmSelden, A. & Selden, J. (1997). Pre-service teachers' conceptions of mathematics andhow to teach it. The Mathematical Association ofAmerica.Shaharir Mohamad Zain (2002). Kedudukan teori dan amalan dalam pcndidikanmatematik sekolah di Malaysia. Dalam Persidangan Kebangsaan PendidikanMatematik 2002. Kuala Lumpur. UPSI.Sharifah Md. Nor (1992). Analisis kesilapan pelajar berkaitan nombor perpuluhan danpecahan. Jurnal Pendidik dan Pendidikan, 12, 15-33.Sharifah Norul Akmar Syed Zamri (1997). Skim penolakan integer pelajar tingkatan dua.Tesis PhD yang tidak diterbitkan. Kuala Lumpur: Universiti Malaya.Sharma, M. C. (1989). Mathematics learning personality. Maths Notebook. The Centerfor Teaching/Learning of Mathematics. Framingham: Massachusetts.Shulman, L. S. (1986a). Those who understand: knowledge growth in teaching. Educational Research, 15 (2),4-14.Shulman, L. S. (1986b). Paradigms and research programs in the study of teaching: Acontemporary perspective. Dalam M.C. Wittrock (Ed.), Handbook of research onteaching (3 rd ed., m.s. 3-36). New York: Macmillan.Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform.Harvard Education Review, 56 (1), 1-22.Shulman, L. S. (1991). Ways of seeing are ways of knowing: Ways of teaching, ways oflearning about teaching. Journal ofCurriculum Studies, 23 (5)Shulman, L. S. (1992). Knowledge and teaching: Foundation of the new reform. HarvardEducational Review, 57 (1), 1-22.Shulman, L. S. & Grossman, P. L. (1987). Final report to the Spencer Foundation(Technical Report of the Knowledge Growth in a Profession Research Project).Stanford, CA: School of Education, Stanford University.Sidi Gazalba (1981). Pembimbing latihan ilmiah dan tesis. Kuala Lumpur: PustakaAntara.Siew, H. S. (I 990). Conceptions ofmathematics and mathematics teaching: Case studiesoffour teacher trainees. Unpublished master thesis. Kuala Lumpur: University ofMalaya.Siong, S.T. (I 979). Selected behavior characteristics ofprospective mathematics teachersand their relationship to teaching practice performances: A study of MalaysianTeachers' Training College, Penang. Unpublished master thesis. Kuala Lumpur:University of Malaya.Skemp, R.R. (1978). Relational understanding and instrumental understanding.Arithmetic Teacher, 26,9-15.Slavin, R.E. (1994). A model of effective instruction. Diperoleh Februari 20, 2005daripada http://www.successforall.net/resource/research/modeleffect.htmSmith, D. C. & Neale, D. C. (1989). The construction of subject matter knowledge inprimary science teaching. Teaching & Teacher Education, 5(1), 1-20.Smith, D. C. (1999). C?anging our teaching: The role of pedagogical content knowledge In elementary science. Dalam J. Gess-Newsome, N. G. Lederman Pedagogical (Ed). Examining Content Knowledge. Kluwer Academic Publishers.Snead, L. C. (1998). Professional development for middle school mathematics teachers tohelp them respond to NCTM standards. Journal of Teacher Education.Washington. DC.Sockett, H. T. (1987). Has Shulman got the strategy right? Harvard Educational Review,57,208-219.Stake, R. E. (1995). The art ofcase study research. Thousand Oaks, CA: Sage.Stake, R. E. (2002). Teachers conceptualizing student achievement. Journal of Teachersand Teaching: theory andpractice, 8 (3/4), 303-311 .Strauss, A. & Corbin, J. (1990). Basics ofqualitative research. London: Sage.Strickland, J Jr., Page, J. F. & Jane, A. (1991). Qualities exhibited by effectivemathematics teachers: perceptions of pre-service and in-service teachers. JournalofInstructional Psychology.Stigler, J. & Heibert, J. (1999). The teaching gap. New York: Free Press.Stump, S. L. (1996). Secondary mathematics teachers' knowledge of the concept of slope.Unpublished doctoral dissertation. Illinois: University of Illinois. DissertationAbstracts International, A 58/02, 408.Swafford, J. 0., Jones, G. A. & Thornton, C. A. (1997). Increased knowledge in geometryand instructional practice. Jaurnalfor Research in Mathematics Education. 28 (4),467 - 483.Tamir, P. (1987). Subject matter and related pedagogical knowledge in teacher education.Washington, D.C.: Paper presented at the annual meeting of the AmericanResearch Association.Taylor, S. J. & Bogdan, R. (1984). Introduction to qualitative research method. (2nd Ed.)New York: Wiley.Tengku Zawawi Tengku Zainal (2002). Kepercayaan dan pengetahuan pcdagogikalkandungan guru. Jurnal Akademik, Maktab Perguruan Kuala Terangganu, 13, 3-IS.Tengku Zawawi Tengku Zainal (2004). Pengetahuan Pedagogi lsi Kandungan BagiTajuk Pecahan Di Kalangan Guru Matematik Sekolah Rendah. Tesis PhD yangtidak diterbitkan. Bangi: Universiti Kebangsaan Malaysia,Teachers In-Dep_th Content Knowledge: Definition & Checklist. Oiperoleh November 27, 2003 danpada http://www.intime.uni.edu/modellteacher/teac2summary.html.Teacher's In-Depth Content Knowledge: Summary. Oiperoleh November 27, 2003daripada http://www.intime.uni.edu/modellteacher/teac2summary.html.Thompson, A. G. (1992). Teachers' beliefs and conception: A synthesis of the research.Oalam O. A. Grouws. Handbook of Research on Mathematics Teaching andLearning. New York: Macmillan.Thomas, G., Wineburg, S., Grossman, P., Myhre, O. & Woolworth, S. (1998). Teachingand Teacher Education, 14,21- 32.Thoren, 1., Kellner, E., Gullberg, A. & Attorps, I. (tahun tidak dinyata). Developingtransformative pedagogical content knowledge in science and mathematicsteacher education. Diperoleh September 5, 2004 daripadahttp://www.ebscohost.comTickle, L. (1999). Teacher Induction: The Way Ahead. Buckingham: Open UniversityPress.Tirosh, D. (2000). Enhancing prospective teachers' knowledge of children conceptions:The case of division of fractions. Journal for Research in Mathematics Education,30(1),5-25.TIMSS International Study Center (1996). Highlight of result from TIMSS: Thirdinternational mathematics and science study. Diperoleh 24 Mac 2004 daripadahttp://wwwcsteep.bc.edu/TIMSSIIHighlights.htm.1Ton Van Oer Valk, & Broekman, H. (1999). The lesson preparation method: a way ofinvestigation pre-service teachers' pedagogical content knowledge. EuropeanJournal of Teacher Education, 22 (1),11-22.Turner-Bisset, R. (1999). The knowledge bases of the expert teacher. Diperoleh Mac 24,2004 daripada http://www.ebscohost.comVan Maanen, J. (pnyt) (1983). Qualitative methodology. Beverly Hills: Sage.Vacc, N. N. & Bright, W. B. (1999). Elementary pre-service teachers: Changing beliefsand instructional use of children's mathematics thinking. Journalfor Research inMathematics Education. 29( I), 89 - 110.Vagliardo, J. 1. (2004). Substantive knowledge and mindful use of logarithms: Aconceptual analysis for mathematics educators. Concept Maps: Theory,Methodology, Technology. Proceedings of the First International Conference onConcept Mapping. A. J. Canas, J. D. Novak, F. M., Gonzales (Eds). Pamplona:Spain.Valli, L. (1992). Reflective teacher education: Cases and critiques. Dalam N. V. Lowery. Construction of teacher knowledge in context: Preparing elementary teachers toteach mathematics and science. Bowling Green. School Science and MathematicsAssociation.Van Driel, J. H., Verloop, N. & De Vos, W. (1998). Developing science teachers'pedagogical knowledge. Journal ofResearch in Science Teaching, 35, 673-695.Van Dalen, D. P. (1999). Memahami penyelidikan pendidikan. (Abdul Fatah Abdul Malikdan Mohd Majid Konting, Terjemah). Serdang: Universiti Putra Malaysia.Veal, W.R., & MaKinster, J. (1999). Pedagogical Content Knowledge Taxonomies.Diperoleh November II,2000 daripadahttp://unr.edu/homepage/crowther/ejse/vealmak.html.Veenman, S. (1984). Perceived problem of beginning teachers. Review of EducationalResearch. 54, 143- 1 78.Visto-Yu, C.P. (2002). On pedagogical knowledge in mathematics: flow secondaryschool mathematics teachers face the challenge of teaching a new class.Diperoleh Oktober 12,2005 daripada http://www.goegle.comVon Glasersfeld, E. (1994). A radical constructivist view of basic mathematical concept.Dalam P. Emess (Ed.) Constructive mathematical knowledge: Epistemology andmathematical education. London: Falmer.Wallace, M. L. T. (1990). How do teachers know geometry? A multi-case study ofsecondary school geometry teachers' subject-matter and pedagogical.Unpublished doctoral dissertation. Dissertation Abstracts International, A 51/12,4052. Minnessota: University of Minnessota.Wan Mohd Rani Abdullah (1999). Mernpertingkatkan keberkesanan pclaksanaanpendidikan matematik dan sains. Dalam Seminar Pengajaran Sains & Matematik.Kuala Terengganu. KPM.Wang, S. Y. P., Guo, C. J., Chiang, W. H. & Cheng, S. S. (1999). Teaching formeaningful understanding: A School-based science and mathematics teacherdevelopment project. Diperoleh Februari 20, 2004 daripadahttp://www.narsLorg/conference/wangetal/wangetal.htmIWanko, J. J. (2002). Going public: the development of a.teache: educator's'pedagogicalcontent knowledge. Unpublished doctoral dissertations, Michigan: MSU.Dissertation Abstracts International, A 51/12, 4052.Westerman, D. (1991). Expert and novice teacher decision making. Journal of TeacherEducation. 422 (4), 292-305.White, R. T. (1998). Research, theories of learning, principles of teaching and classroompractice: Examples and issues. Leeds: Studies in Science Education.Wilson, S. M., Shulman, L. & Richert (1987). "150 different ways" of knowing: representation of knowledge in teaching. Dalam J. Calderhead (Ed). Exploring teacher thinking, 104 - 123.Wilson, S. M. & Wineburg, S. S. (1988). Peering at history through different lenses: Therole of disciplinary perspectives in teaching history. Teachers College Record, 89,525-539.Wilson, M. R. (1994). One pre-service secondary teacher's understanding of function:The impact of a course integrating mathematical content and pedagogy. Journalfor Research in Mathematics Education. 25(4),346 - 370.Wineburg, S. S. (1987). From fieldwork to classroom: A case study ofa beginning socialstudies teacher. CA: Stanford University.Wineburg, S. (1997). Beyond "Breath and Depth ": Subject matter knowledge andassessment. Diperoleh Mac 24, 2004 daripada http://www.ebscohost.comWiseman, D. L., Cooner, D. D. & Knight, S. L. (1999). Becoming a teacher in afieldbasedsetting: an introduction to education and classrooms. USA: WadsworthPublishing.Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, CA: Sage.Dalam P. L. Grossman. The making of a teacher: Teacher knowledge andteacher education. New York: Teachers College Press.Yin, S. (1987). Publishing qualitative research. American Educational Journal, 24 (2),173-183.Zaidah Yazid & T. Subahan Mohd Meerah. (2003). Pengetahuan pedagogikal kandunganguru matematik tambahan: satu kajian kes. Dalam Prosiding SimposiumKebangsaan Sains Matematik Ke XI. Kota Kinabalu: Universiti Malaysia Sabah.Zaidah Yazid, T. Subahan Mohd Meerah & Khalid Abdullah. (2005a). Exploringmathematics teachers' pedagogical content knowledge: A qualitative research.Dalam Prosiding The 2nd International Conference on Research and Education inMathematics (ICREM 2). Serdang: Universiti Putra Malaysia.Zaidah Yazid, T. Subahan Mohd Meerah & Khalid Abdullah. (2005b). Pengintcgrasiankomponen-komponen pengetahuan pcdagogikal kangungan (PPK) gurumatematik tambahan semasa mengajar. Dalam Prosiding Simposium KebangsaanSains Matematik. Alor Setar: Universiti Utara Malaysia.Zaitun Mohd. Taha (1997). Focus on the teacher: The transfer of knowledge from teachereducation into the classroom. Paper presented at the international conference on Science, Mathematics & technology Education. Hanoi: Vietnam.Zeichner, K.M., Tabachnick, B.R. & Densmore, S. (1987). Individual, institutional andcultural influences on the development of teachers' craft knowledge. Dalam J.Calderhead (Ed). Exploring Teachers' Thinking (m.s. 21-60). London: Cassell.Zembal-Saul, C., Starr, M. L. & Krajcik, J. S. (1999). Constructing a framework forelementary science teaching using pedagogical content knowledge. Dalam J.Gess-Newsome & N. G. Lederman (Ed). Examining Pedagogical ContentKnowledge. Kluwer Academic Publishers.

Pengetahuan Pedagogi kandungan dan amalannya di kalangan guru Matematik sekolah menengah

Similar Items