Characterization of Inductive Reasoning in Middle School Mathematics Teachers in a Generalization Task

Moguel, Landy Sosa; Landa, Eddie Aparicio; Cabañas-Sánchez, Guadalupe

doi:10.29333/iejme/5769

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…The statistical test stage was used to conclude. Students must be able to communicate statistical test results into real problems, understand parameter estimation by statistics, understand sample generalization to the population, and think inductively [33][34][35][36][37]. The work from making hypotheses to concluding is the mental action of a student's WoT.…”

Section: Resultsmentioning

confidence: 99%

Mental Action Way of Understanding (WoU) and Way of Thinking (WoT) Students in Statistics Learning in Higher Education

Lukman¹,

Wahyudin²,

Suryadi³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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This study aims to examine in depth the Mental Action Way of Understanding (WoU) and Way of Thinking (WoT) of students in learning Statistics in Higher Education and the relationship between WoU and WoT. This research is qualitative research using the Grounded Theory approach. The participants involved were 36 people in the city of Bandung, West Java, Indonesia. Validity and reliability using the Krippendorff content analysis method with the Inter-coder Agreement (ICA) test using Krippendorff alpha coefficients. The results showed that there was a significant relationship between students' mental action statistics and students' WoU and WoT in Statistical Understanding and Thinking. The relationship between WoU and WoT: (1) Students' WoU will build such a statistical framework. (2) Students' WoT affects how statistical modeling from their statistical knowledge. This relationship fits the philosophy of statistics and inductive inference. The statistical mental action of WoU students was to make models, analyze, calculate and generalize. The mental actions of Statistics students from WoT were interpreting, analyzing, predicting, reasoning, and inferring. The WoU and WoT mental action models developed the PPDC Cycle model and the Gal's statistical literacy model. the PPDAC Cycle model by Wild and Pfankuch, consists of five dimensions, and one of the dimensions was the PPDAC Cycle. The statistical literacy model by Gal consists of two dimensions, namely the dimensions of statistical knowledge and disposition. The novelty of this research was developing the PPDAC Cycle statistical thinking model by Wild and Pfankuch, and the statistical literacy model on the statistical knowledge dimension by Gal. This study's results can be considered in designing statistical learning in universities and measuring students' understanding and statistical thinking skills.

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Section: Resultsmentioning

confidence: 99%

Mental Action Way of Understanding (WoU) and Way of Thinking (WoT) Students in Statistics Learning in Higher Education

Lukman¹,

Wahyudin²,

Suryadi³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…This makes students fail to remember the concepts used in solving problems [15]. The first step that must be done is internal structuring by identifying mathematical objects only consist of basic problems to get the characteristics of the problem [18].…”

Section: Discussionmentioning

confidence: 99%

“…The results showed that students had difficulty observing regularity, patterns and formulation of generalizations [15]. Students can make mistakes at every stage of structuring, mapping, applying, or verifying.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students Errors in Mathematical Reasoning on Geometry by Gender

Setiawan

Sa’dijah

2020

j. of. disruptive. learning. innovation.

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The purpose of this study is to identify the reasoning male and female in solving geometry problems. Using qualitative descriptive approach, the subjects in this study were 42 male and 42 female students from two schools in the district Mesuji Lampung, Indonesia. The instrument used was a test essay consists of two problems related to geometry. The findings of this study indicate that male students have superior reasoning ability than female students. Another finding that students can make mistakes in every stage of reasoning is based on five indicators of reasoning primarily on third indicator it is perform mathematical manipulations and provide a reason or evidence to the truth of the solution, fourth indicator it is checking the validity of an argument, and fifth indicator it is draw conclusions and the first indicator and the second indicator students make a little mistake.

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“…A nivel universitario, se establecen múltiples conexiones con otros temas matemáticos como las funciones, series y límites (ARTIGUE, 1995;SIERPINSKA, 1990) y existe una amplia gama de aplicaciones en distintas disciplinas, por ejemplo, en física, biología, economía, medicina y otras (JONES, 2011). Sin embargo, existen estudios enfocados en el razonamiento, la comprensión y la generalización de patrones, donde se evidencian que los estudiantes y profesores manifiestan dificultades para resolver situaciones matemáticas que involucran a las sucesiones (MANFREDA;SLAPAR;HODNIK, 2012;BECKER, 2007;SOSA;APARICIO;CABAÑAS-SÁNCHEZ, 2019;WILKIE, 2021).…”

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Sucesiones matemáticas en el currículo de México en secundaria

Nuñez-Gutierrez,

Cabañas-Sánchez

2023

Bolema

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Resumen En este artículo se identificaron y relacionaron los significados de las sucesiones matemáticas en los números naturales a través de su estructura conceptual, representaciones y modos de uso en el currículo mexicano de matemáticas de secundaria y en catorce libros de texto utilizados para la enseñanza y aprendizaje de las sucesiones en este nivel escolar. Para ello, se realizó un análisis didáctico enfocado en la dimensión de contenido matemático (RICO et al., 2008; RICO, 2012; RICO, MORENO, 2016). Los resultados evidencian que en México el tema de sucesiones matemáticas se aborda desde la básica primaria hasta la secundaria y las propuestas de enseñanza abordan el uso de múltiples representaciones y aplicaciones en otras disciplinas. Los significados de las sucesiones matemáticas examinados en el currículo mexicano y en los catorce libros analizados son: conceptual, procedimental, representacional y contextual.

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Characterization of Inductive Reasoning in Middle School Mathematics Teachers in a Generalization Task

Cited by 4 publications

References 29 publications

Mental Action Way of Understanding (WoU) and Way of Thinking (WoT) Students in Statistics Learning in Higher Education

Mental Action Way of Understanding (WoU) and Way of Thinking (WoT) Students in Statistics Learning in Higher Education

Analysis of Students Errors in Mathematical Reasoning on Geometry by Gender

Sucesiones matemáticas en el currículo de México en secundaria

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