solving (Conference Board of Mathem

solving (Conference Board of Mathematical Sciences
[CBMS], 2001). Mathematical habits of mind encompass
the skills needed to reason mathematically, communicate
understanding of mathematics to others, and the ability to
make connections not only within various strands of mathematics
but to other disciplines as well. In particular, the
curriculum must include making connections between
mathematical concepts and between concepts and representations
for the concepts. If prospective middle grades
teachers are expected to construct, emphasize, integrate,
and make use of mathematical connections, then they must
acquire an understanding of mathematics that is fluid,
supple, and interconnected (Evitts, 2005). Without understanding
the connections among the important, functional
concepts in mathematics, prospective middle grades
teachers will be ill equipped to effectively engage middle
grades students in mathematical connection making, reasoning,
and problem solving.
Prospective middle grades mathematics teachers are
typically trained in three types of programs: elementary,
secondary, and those that directly prepare middle grades
teachers. The Mathematics Teaching in the 21st Century
(MT21) (2007) report, a cross-national study of the preparation
of prospective middle school teachers, found that
future U.S. middle school mathematics teachers who were
prepared through an elementary program had stronger
pedagogical preparation, while those prepared through a
secondary program had a stronger mathematics preparation
(Schmidt et al., 2007). However, in contrast to

Results (Indonesian) 2:

pemecahan (Conference Board of Mathematical Sciences
[SPKM], 2001). Kebiasaan matematika pikiran mencakup
keterampilan yang dibutuhkan untuk alasan matematis, berkomunikasi
pemahaman matematika kepada orang lain, dan kemampuan untuk
membuat hubungan tidak hanya dalam berbagai untaian matematika
tetapi untuk disiplin lain juga. Secara khusus,
kurikulum harus mencakup membuat koneksi antara
konsep-konsep matematika dan antara konsep dan representasi
untuk konsep. Jika calon nilai tengah
guru diharapkan untuk membangun, menekankan, mengintegrasikan,
dan menggunakan koneksi matematika, maka mereka harus
memperoleh pemahaman matematika yang cairan,
kenyal, dan saling berhubungan (Evitts, 2005). Tanpa memahami
hubungan antara penting, fungsional
konsep dalam matematika, calon nilai tengah
guru akan sakit dilengkapi untuk secara efektif terlibat menengah
siswa nilai dalam pembuatan matematika koneksi, penalaran,
dan pemecahan masalah.
Nilai tengah Calon matematika guru
biasanya dilatih dalam tiga jenis program: SD,
menengah, dan orang-orang yang secara langsung menyiapkan nilai tengah
guru. Matematika Pengajaran di abad ke-21
(MT21) (2007) melaporkan, sebuah penelitian cross-nasional persiapan
guru sekolah menengah calon, ditemukan bahwa
guru matematika sekolah menengah US masa depan yang
disiapkan melalui program SD memiliki kuat
persiapan pedagogis, sementara mereka dipersiapkan melalui
Program sekunder memiliki persiapan matematika kuat
(Schmidt et al., 2007). Namun, berbeda dengan