AbstractThis study aims to reveal mathematical connections of elementary school teachers in solving trigonometric problem. The subjects of this study were 22 elementary school teachers as the prospective participants of Professional Teacher Education and Training (PTET). They came from several districts of South Sulawesi Province. The teachers were given trigonometry problem. Trigonometry problems could encourage teachers to connect geometrical and algebraic concept, graphical representation and algebraic representation, as well as daily life context. The result shows that most of the subject teachers of this study solved the problem according to procedures they know without considering everyday life context. On the other hand, there were some subjects who connected problem with everyday life context using graphical, verbal, or numerical representation. Thus, subjects who were able to connect problem information with appropriate concepts and procedures are categorized as substantive connections. While the subjects who were able to connect problem information with mathematical concepts but less precise in using the procedure are categorized as classification connections.
Arjudin, Sutawidjaja, A., Irawan, E. B., & Sa’dijah, C. (2014). Tingkatan Koneksi Matematis Siswa MTs pada Pemecahan Masalah Terapan Sistem Persamaan Linear. Proceedings of Seminar Nasional Pendidikan Matematika Universitas Ahmad Dahlan Yogyakarta (pp. 807-819). Yogyakarta, Indonesia: Universitas Ahmad Dahlan.
Arjudin. (2017). Karakteristik Koneksi Matematis pada Pemecahan Masalah Aljabar. Unpublished doctorate dissertation, Universitas Negeri Malang, Indonesia.
Businskas, A. (2008). Conversations about connections: How secondary mathematics teachers conceptualise and contend with mathematical connections. Unpublished doctorate dissertation, Simon Fraser University, Burnaby, Canada.
Chin, K. E. (2013). Making sense of mathematics: Supportive and Problematic Conceptions with special reference to Trigonometry. Unpublished doctorate dissertation, The University of Warwick, Coventry, UK.
Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring Mathematical Connection of Prospective Middle-Grades Teachers through Card-Sorting Tasks, Math Ed Res J, 23, 297-319.
Erbilgin, E. (2017). A Comparison of the mathematical processes embedded in the content standards of Turkey and Singapore, Research in Social Sciences and Technology, 2(1), 53-74.
Kılınç, E. (2015). Elementary school and social studies teachers’ opinions about the concept of good citizenship. Route Educational and Social Science Journal, 2(3), 194-206.
Mhlolo, M. K., Venkat, H., & Schafer, M. (2012). The Nature and Quality of The Mathematical Connections Teachers Make, Original Research, http://www.pythagoras.org.za. doi: 10.4102/pythagoras.v33i1.22.
Mousley, J. (2004). An aspect of mathematical understanding: The notion of “connected knowing”. Proceedings of the 28th Conference of International Group for the Psychology of Mathematics Education, Vol. 3: 377-384.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Saminanto & Kartono. (2015). Analysis of Mathematical Connection Ability in Linear Equation With One Variable Based on Connectivity Theory, International Journal of Education and Research, 3(4), 259-270.
Tarman, B. (2017). Editorial: The Future of Social Sciences. Research in Social Sciences and Technology, 2(2). Retrieved from http://ressat.org/index.php/ressat/article/view/329
Tarman, B. & Chigisheva, O . (2017). Editorial for Special Issue: Transformation of Educational Policy, Theory and Practice in Post-Soviet Social Studies Education. Journal of Social Studies Education Research, 8 (2), i-iv. Retrieved from http://dergipark.gov.tr/jsser/issue/32450/360860
Tarman, B. (2010) Global Perspectives and Challenges on Teacher Education in Turkey, International Journal of Arts & Sciences (IJAS), 3(17): 78-96, United States.