Published date: Nov 11 2024

Journal Title: KnE Social Sciences

Issue title: 8th International Seminar on Education 2024 (8th Isedu)

Pages: 147–161

DOI: 10.18502/kss.v9i31.17566

Christi Matitaputtychristi.matitaputty@lecturer.unpatti.ac.idDepartement of Mathematics Education, Faculty of Teacher Training and Education, Pattimura University, Ambon, Indonesia

Students lack deep understanding and their learning needs, make it difficult for teachers to respond effectively to student errors. The case study investigated the decision-making process of teachers who respond to the student’s mistakes with solutions to quadratic function problems. This type of research is qualitative research with a descriptive approach. The results are revealed based on the decision-making stages: (1) generating ideas, the subject designed strategies using the GeoGebra application, and developing problems to train students’ HOTS skills. (2) Clarifying ideas, the subject considered students’ ability to understand the problem more easily if it is presented in visual form. (3) Assessing the fairness of ideas, the subject believed that when students were trained from carefully correcting their work to carefully proofreading their work, they learned from their mistakes and prevented them from repeating it. In conclusion, teacher can make good decisions by constructing and assessing ideas so that students can understand their mistakes.

Keywords: decision making, mathematics teacher, quadratic function

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