Mathematical understanding and reasoning of vocational school students in agriculture-based mathematical tasks

Abstract

Mathematical understanding and reasoning are important in solving agriculture problems. This research aims to describe students' mathematical understanding and reasoning in agriculture-based mathematical tasks. This mathematical task corresponds to the competency of students' expertise to minimize the gap between mathematics learned at school and the workplace. This research used a descriptive case study method. Participants are students of the vocational crops and horticulture agribusiness of 11th graders students. Data collected through tasks, observations, and interviews. Data analysis through constant comparative techniques to find out students' understanding (coherence, correspondence, and connection) and reasoning (algorithmic or creative). The results show students' mathematical understanding and reasoning was influenced by the design of tasks and students' experiences. Both algorithmic and creative reasoning, should by the plausibility of the reality of workplace practice in agriculture to affects the ability of coherence and correspondence of students' mathematical representations. Mathematical knowledge and experience affect the whole process of solving the tasks. The results of this research have implications for the design of mathematical tasks in vocational schools in agriculture to support problem-solving in the workplace. The development of mathematical tasks can continue to be done given the many problems in agriculture involving mathematics in solving them.

Detection of potential errors in measurement results of madrasa admission instruments in Indonesia

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Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance

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