Determination the Effects of Vocational High School Students' Logical and Critical Thinking Skills on Mathematics Success

Aksu, Gökhan; Koruklu, Nermin

doi:10.14689/ejer.2015.59.11

Cited by 18 publications

(14 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, with the development of students' critical thinking skills in mathematics, students will be able to have a mental structure based on good APOS theory. This is in line with Aksu & Koruklu's research that students' increased mathematical critical thinking skills will allow students to see everything from various aspects and will provide opportunities to find formulas and rules [19]. Furthermore, according to Huang et al, A teachers who emphasize reasoning, logic, and validity give students access to mathematics as an effective way to practice critical thinking thus allowing students to become confident critical thinkers [20].…”

Section: Discussion Of Researchsupporting

confidence: 65%

Error Analysis on Prospective Teacher in Solving the Problem of Critical Thinking Mathematics with Apos Theory

Susandi¹,

Sa’dijah²,

As’ari³

et al. 2018

Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017)

View full text Add to dashboard Cite

Mathematical critical thinking is an essential ability for prospective teachers. The prospective teachers must be able to use the ability to think critically well so that students who are taught can also have good mathematical critical thinking skills. However, sometimes prospective teachers have a mistake in solving the problem of critical mathematical thinking skills. The present paper aims to analyze the mistakes of prospective teachers in solving the problem of critical mathematical thinking skills. The type of research method is descriptive with the qualitative approach. The subject in this research is one student of semester VI. The methods used in this research include test method amounting to one essay question, interview method, and triangulation method. The findings show that the prospective teacher on the focus indicator can be completed well whereas the indicators of reason, inference, situation, clarity, and overview, the teacher cannot solve well. Causes of the teacher error based on APOS theory are (1) error in distinguishing between commutative and addition characteristic of multiplication on matrix, (2) error in multiplication operation on the matrix, (3) error inequality of two matrices, and (4) error in the concept of inverse equation matrix.

show abstract

Section: Discussion Of Researchsupporting

confidence: 65%

Error Analysis on Prospective Teacher in Solving the Problem of Critical Thinking Mathematics with Apos Theory

Susandi¹,

Sa’dijah²,

As’ari³

et al. 2018

Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017)

View full text Add to dashboard Cite

show abstract

“…This is in accordance with research conducted by [12] showed that student learning outcomes that have high logical thinking ability is higher than in students who have low logical thinking ability. This is similar to the research conducted by [13] say that "therefore, enhancing logical thinking skills of students is Believed to Significantly Increase mathematics success. The point is that the logical thinking ability of students to improve learning outcomes mathematics.…”

Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 84%

The Effect Of Learning Methods And The Ability Of Students Think Logically To The Learning Outcomes On Natural Sciences Of Grade Iv`S Student

Kenedi¹

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

View full text Add to dashboard Cite

This study aims to determine the effect of the Problem Based Learning method and exsperiment method and the ability to think logically of student to the learning outcomes on natural sciences of student of elementary school. The study was conducted at the grade IV SDN 10 Sapiran. Research design using experiment method with treatment by level 2x2. Data analysis is the two way anava. The results of this study indicate that (1) There are differences in learning outcomes of natural science between the students learn by Problem Based Learning method and the students learn by exsperiment method. (2) There are interactions between learning method and the ability to think logically of student to the learning outcomes on natural sciences of student of elementary school. (3) Learning outcomes of natural science of elementary school between the learned with the learning the problem based learning with the ability logically high higher than students learn with the learning experiment with the ability logically high .(4) Learning outcomes of natural science of elementary school between the learned with the learning the problem based learning with the ability logically low lower than the students learn with the learning experiment with the ability logically low.

show abstract

“…The analysis of the studies shows that the development of main intellectual operations of analysis and synthesis is carried out in the conditions of overcoming the unevenness in their formation, establishing correspondences between them, and increasing the development level for each operation (Aksu, and Koruklu, 2015;Sadi, and Çakıroğlu, 2015;Dhatsuwan and Precharattana, 2016;In'am, 2016;Battilotti, 2015;Chen et al, 2016). The works of K. Gödel (1967) are devoted to formally undecidable mathematical judgments.…”

Section: Literature Reviewmentioning

confidence: 99%

Types of Work in Forming Analytic and Synthetic Activity Skills in Teaching the Algebra Course

Bezusova

Richter

Sugrobova

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The relevance of this study is determined by the problem of developing various methods and techniques of analytic and synthetic activity with the aim of finding solutions to problems that involve the use of analysis and synthesis processes. Analytic and synthetic activity plays an important role in the process of cognition. The purpose of the study is to single out types of work aimed at forming analytic and synthetic activity skills in teaching the algebra course. The results of the study: the skills included in the analytic and synthetic activity are distinguished: to dismember the whole into its component parts; to establish relationships between parts of the whole (to distinguish the general and the different, the known and the unknown, the essential and the nonessential); to make up the whole from the parts, a new object from the individual elements; to draw up an action plan for solving the problem (task); to find errors and explain their reasons. Appropriate content-related components are revealed which are required for working with concepts, theorems, and tasks, and should be used to form analytic and synthetic activity skills in schoolchildren when studying algebra. The significance of the study: the materials of the article can be useful for heads of educational structures at various levels, school teachers, gymnasiums, lyceums, and parents.

show abstract

Determination the Effects of Vocational High School Students' Logical and Critical Thinking Skills on Mathematics Success

Cited by 18 publications

References 25 publications

Error Analysis on Prospective Teacher in Solving the Problem of Critical Thinking Mathematics with Apos Theory

Error Analysis on Prospective Teacher in Solving the Problem of Critical Thinking Mathematics with Apos Theory

The Effect Of Learning Methods And The Ability Of Students Think Logically To The Learning Outcomes On Natural Sciences Of Grade Iv`S Student

Types of Work in Forming Analytic and Synthetic Activity Skills in Teaching the Algebra Course

Contact Info

Product

Resources

About