Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Indrawatiningsih, Nonik; As’ari, Abdur Rahman; Purwanto, Purwanto; Sa’dijah, Cholis

doi:10.17478/jegys.654460

Cited by 5 publications

(3 citation statements)

References 32 publications

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“…Apart from that, mistakes made by students are also caused by students' lack of conceptual and procedural understanding. This opinion is also supported by research conducted by Indrawatiningsih [29] which states that in the proof process, most students experience difficulties due to conceptual and procedural errors.…”

Section: Discussionmentioning

confidence: 67%

Students' Ability to Formulate Situation Mathematically from Context-Based Mathematics Problems

Sa’diyah,

Sa’dijah,

Susiswo

2024

TEM Journal

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Mathematical literacy has become one of the new standards for students' understanding. To be able to develop suitable problem-solving strategies, especially context-based problems, students need to have the ability to formulate situations mathematically well. This research was conducted to observe students' abilities in formulating situations mathematically. The research subjects were students aged 14-16 years in Malang City in February 2023. This research was qualitative research. The data collected was students’ answers on context-based mathematical problems from the Program for International Student Assessment (PISA) whose questions are related to activities of formulating situations mathematically. Result showed that the majority of students did not have sufficient ability and experience in formulating situations mathematically, both in terms of understanding the context of the problem, determining variables, and developing problem-solving strategies. This means that many students still have difficulty determining procedures for solving PISA problems, especially context-based ones. Teachers need to provide more learning and familiarization regarding the process of formulating situations mathematically to make it easier for students to solve context-based mathematical problems.

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Section: Discussionmentioning

confidence: 67%

Students' Ability to Formulate Situation Mathematically from Context-Based Mathematics Problems

Sa’diyah,

Sa’dijah,

Susiswo

2024

TEM Journal

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“…In this study, students with high self-efficacy had minor errors, such as variable equations that relatively used the same letter and did not declare the proof method they used at the beginning of the proof stage. In line with Indrawatiningsih et al (2020) that some students still experience slight errors in mathematical argumentation…”

Section: Discussionmentioning

confidence: 68%

Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy

Kurniawan,

Rosjanuardi,

Suhendra

2023

jel

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Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.

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“…In fact, the features in LMS allow prospective teachers to enhance such skills. Mathematical argumentation skills are one of the most important elements of critical thinking [9]. It covers a process of logically connecting statements that aim to persuade or convince other people.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Argumentation Skills of Prospective Teachers based on Commognitive Approach using Moodle LMS

Lestari¹,

Nusantara²,

Susiswo³

et al. 2021

TEM Journal

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While a pandemic is currently sweeping the world, technology becomes a necessity in almost the entire aspects of life, particularly in learning activities. One of conventional learning-based platforms that adopt online system is Moodle Learning Management System. This study explored the argumentation skills of prospective teachers based on commognitive approach using the LMS. This qualitative research used online-based semi-structured questionnaire and interview during a discussion group via LMS platform. The subjects of this study were 38 prospective teachers. The research instrument was a questionnaire with eight items. It was initially assessed with Cronbach’s alpha test in which the value indicated the questionnaire was reliable (0.852). The findings of this study indicate the argumentation skills of prospective teachers correlate with the commognitive framework, including claim with endorsed narratives; data with visual mediators; warrant with routine, word use, and endorsed narratives; and backing with endorsed narratives.

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Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Cited by 5 publications

References 32 publications

Students' Ability to Formulate Situation Mathematically from Context-Based Mathematics Problems

Students' Ability to Formulate Situation Mathematically from Context-Based Mathematics Problems

Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy

Exploring the Argumentation Skills of Prospective Teachers based on Commognitive Approach using Moodle LMS

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