Developing the scripting task for mathematical connection between the university and school mathematics content

Abstract

Abstract The pre-service mathematics teachers (PMTs) found abstract algebra is difficult and irrelevant to the secondary teaching. Even though several studies have elaborated the connection between them, they cannot explicitly use its connections. Therefore, the study aimed to describe the development of a scripting task design that encourages the secondary mathematics pre-service teacher to use the mathematical connection from abstract algebra to solve the school mathematics problem. The study involves the educational research and development cycle refers to Borg and Gall’s model, which is adjusted to the need of this study. The research procedures consist of three main stages: collecting data, planning, and developing the product. In designing the scripting task, several task principles were involved, such as necessity, two-way synergy, interest, focus, awareness, and self-reflection. The scripting task was developed through at least two considerations that are accomplishing both professionally relevant and mathematically rigorous goals and the relevance of topic for both the university and school mathematics. There is a significant need for further studies for implementing this scripting task to see teachers’ awareness in using the mathematical connection from university mathematics to help their students solve school mathematics problem.