MATHEMATICS LANGUAGE UNDERSTANDING OF TEACHERS? CANDIDATE IN MATHEMATICS LEARNING
Baiduri, Yus Mochamad Cholily, Dina Amalya Lapele.
This study aims to explore and describe the understanding of prospective mathematical language in mathe-matics teachers in learning. A qualitative approach with a descriptive type is used for this purpose. Three Mathematics Teacher Professional Education (TPEP) students at the University of Muhammadiyah Malang who are currently pursuing Field Experience Programs (FEP) in high schools are used as research subjects. Subjects were selected based on the Achievement Index (IP) obtained namely, high, medium, and low. Data obtained through the study of the Learning Implementation Plan (LIP) and Student Worksheet (SW) docu-ments, observations during the learning process, and interviews. The data analysis technique is done by data reduction, data presentation, and conclusion drawing. The results showed that the understanding of the math-ematical language of subjects with high and moderate IPs was classified as very good while the understand-ing of the mathematical language of subjects with low IP was classified as good The subject has been able to understand several semiotic lists accurately and be able to present a visual ap-pearance well. Some grammatical patterns in the form of vocabulary and logical relationships can also be used appropriately. There are some mistakes in understanding the subject of mathematics. Errors in the se-miotic aspects are errors in the use of symbols, inconsistent use of symbols, and writing errors. Mistakes based on aspects of grammatical patterns are implicit relationships that are less precise and systematic in the application of concepts, as well as the use of vocabulary that can confuse.