Design of Learning Activities using Rigorous Mathematical Thinking (RMT) Approach in Application of Derivatives

Abstract

Learning design is one of the factors that support the learning process in order to achieve learning objectives in all subjects including mathematics. Many approaches can be employed by a teacher in making learning design, one of which is rigorous mathematical thinking (RMT) approach. The RMT approach puts forward students actively in constructing their knowledge through the use of psychological tools and mediation. This article reports a set of learning activities designed through a developmental study using the RMT approach in the topic of application of derivatives. Participants of this research were twenty-six of 11th grade students from a private secondary school. Data were collected through written test and classroom observation. The research instruments were student worksheet and observation sheet. In the learning process, students use psychological tools to connect their previous knowledge to the material being studied. This makes students able to construct their own knowledge more thoroughly. On the other hand, with the mediation carried out by the teacher, students can focus more and understand each material well and bridge the conceptual errors. Based on the results of the study and some literature, Design of learning activities using Rigorous Mathematical Thinking (RMT) on application of derivative can be an alternative as effective learning.

Rigorous Mathematical Thinking: Conceptual Knowledge and Reasoning in the Case of Mathematical Proof

“…Meanwhile, according to Aulia and Fitriyani (2019), the reasoning is part of rigour mathematical thinking which is a continuation of cognitive processes at a concrete level Several studies have shown that rigorous mathematical thinking is an essential element related to concepts and reasoning. Implementation of rigorous mathematical thinking in students involves construction of mathematical concepts using three cognitive stages, namely cognitive development, content development as a process, and cognitive conceptual construction practices (Dayat Hidayat et al, 2021). Learning practice in this case provides flexibility for students to construct new experiences and knowledge they acquire, while teacher becomes a mediator in utilizing cognitive functions of students in solving math problems.…”

Qualitative Thinking Level for Geometry Learning Based on Rigorous Mathematical Thinking (Rmt) Approach

“…This study used qualitative thinking levels to create a design of the learning trajectory where qualitative thinking level consists of 7 indicators that can help students associate between the knowledge they already have and more thoroughly in finding information from the problem. The ability to solve problems is expected to train students in understanding problems, planning strategies to solve problems, solving problems through planning, and checking the results that have been resolved following the level of qualitative thinking levels (Dayat Hidayat et al, 2021). The study aims to develop a learning trajectory on the topic of three-dimensional material geometry to support students' qualitative thinking skills with the RMT approach.…”