Mathematical representation is an important skill in mathematics learning that enables students to interpret and solve problems with ease. However, building confidence in such a skill can be difficult for some students, especially for those who lack self-motivation skills. Therefore, this study examines the effects of the think-talk-write strategy and the expository strategy on students' abilities in mathematical representation in order to understand the relationship between mathematical representation and self-efficacy. In this study, a Quasi-Experiment design comprising the experiment group and the control group was applied. Learning process by Think-talk-write (TTW) strategy was implemented in the experiment group only. On the other hand, the learning process in the control group was accomplished without the TTW strategy. The sample in this study comprised students of the eighth grade studying geometry and spatial relations at a public junior high school. For the purpose of this study, two groups were created: 1) an experimental group, in which the think-talk-write strategy was employed, and 2) a control group, in which the expository approach was applied. In addition, mathematical representation ability and self-efficacy scale tests were used as the instruments of this quasi-experimental study.
The differences in the development of students' thinking levels, especially in adolescence, impact the way they perceive problems. Contextual learning with ethnomathematics can provide opportunities for students to develop problem-solving abilities based on their level of thinking. This study examined the contextual learning with ethnomathematics to enhance problem-solving abilities based on thinking levels.This experimental research was conducted by posttest only control group design. The participants of this research were 60 students at a junior high school in Gowa Regency, South Sulawesi Province.Data were collected using observation sheets to determine local cultural characters that appeared at the time of treatment. The thinking level category uses the group assessment for logical thinking (GALT) test. The students' mathematical problem-solving abilities use the curved side space material to suit the local cultural context. The data analysis technique used descriptive statistics and covariance analysis (ANCOVA). This study results indicate that contextual learning with ethnomathematics influences problem-solving abilities based on the level of thinking. Furthermore, local cultural characters appear in each category of students' thinking levels. Students with formal thinking levels have better problem-solving abilities than transitional and concrete thinking levels. Contextual learning with ethnomathematics fosters problem-solving abilities based on the thinking levels
<p style="text-align: justify;">Students' critical thinking ability requires improvement from schools as an educational institution. Besides, it is important to maximally integrate character education into mathematics learning. One of the attempts was implementing mathematics comic that contains Pancasila values as teaching material through contextual teaching and learning. Therefore, this study aims to analyze the effectiveness of mathematics comic teaching material with Pancasila values in improving students' critical thinking and character. This is a quasi-experimental study that involves non-equivalent control group design. The population was fourth-grade students of elementary schools in Gajahmungkur District, and data were collected using a critical thinking test and questionnaire. The results showed that using mathematics comic teaching material with Pancasila values was (1) effective in improving students' critical thinking ability; (2) effective in developing character, especially discipline and hard work trait. In the beginning, both character traits were categorized as good, and after treatment, there was an increase in the very good category. Therefore, it can be concluded that the use of mathematics comic teaching material with Pancasila values is effective in improving critical thinking ability and character traits.</p>
The purpose of this research was to describe the positions and causes of students' errors in algebraic thinking based on the cognitive style. This study was qualitative research with subject consisting of twelve students. The results showed that (1) students with Field Independent type tended to make errors at the stage of comprehension, transformation, and process skills while students with Field Dependent type tended to make errors at the stage of comprehension, transformation, process skills, and encoding; and (2) the causes of errors were the students' incomprehension that related to the purpose of the problem, the lack of understanding that related to mathematical modelling, the lack of students' accuracy, the students' inaccuracy of using knowledge to convert an equations to the equivalent equation, student's inability to calculate the solution of an equations, students deviated from the formula that they used before and the students' incomprehension that related to the unit of measurement in mathematics.
This study aimed to describe the ability of mathematical creative thinking and scaffolding process of pre-service teachers according to the learning styles. The participants were 50 first year pre-service primary teacher students. The research data were taken by questionnaire, test and interview. The questionnaire results to look at learning styles, test results to see the ability of mathematical creative thinking. Interviews were used to validate the results of thinking skills tests and scaffolding processes. The research design uses qualitative triangulation where the validity of data ability of creative thinking, scaffolding process seen from the result of test and interview. The first result of this study indicates that the subjects have different creative thinking abilities which were seen from his learning style. The second result shows that scaffolding according to the subject's learning styles can improve the ability of mathematical creative thinking. The scaffolding process begins with the provision of motivation, explaining, constructing the correct concept and working on the problem. The speed of the subject in receiving assistance through scaffolding takes different times. Although they have different learning styles, scaffolding process will be successful when used along with the media, either in the form of props and simulation drawings.
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