Rigorous Thinking in Mathematics Modelling for Slow Learners

Abstract

Rigorous questions in discussion learning method plays a dominant role in the successful delivery of lessons for slow learners at higher education. This study aims to propose a framework to achieve good critical thinking for slow learners through Rigorous Mathematics computational Thinking (RMcT) model. This study used qualitative approach to describe slow learner’s critical thinking by using RMcT model. The instruments used in this study were test instrument, critical thinking questionnaire, and interview guideline as supporting instrument to describe slow learner’s critical thinking through RMcT model. The subjects were college students in mathematics modelling course in mathematics education department. Based on critical thinking test results, slow learners could divide variable used in mathematics modelling. Based on questionnaire results, slow learner students build their own understanding and solve the problem based on their experience while answering the given question during learning process. In addition, the interview they feel that the instructor can mediated the problem by giving analogy to the other material. In summary, RMcT could mediate slow learner’s critical thinking as its characteristics (by using Rigorous questions). Findings are useful for designers, service providers and policy makers of special needs higher school when implementing teaching strategy to mediated real-life problems into mathematics modelling for slow learners.

Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students

“…The reality principle, which refers to events or experiences, helps slow learners understand knowledge and build concepts to solve problems because slow learners struggle to think abstractly. In addition, learning for slow learners must be focused and carried out gradually by paying attention to their difficulties in following long stages, focusing attention and concentration because they are slow in receiving and understanding a lesson (Setyawan et al, 2021) so repetition is needed to improve their memory (Munje et al, 2021).…”

“…Slow learners cannot receive special education, although their competencies are below the average of their peers as they have heterogeneous cognitive difficulties (Kaznowski, 2004;Baglio et al, 2016). They need more time to learn and understand materials related to symbols, abstraction, and concepts (Sintawati et al, 2022;Khaira & Herman, 2020;Sovia & Herman, 2020); they may find difficulty concentrating, possess a shorter attention span than their peers, struggle to understand instructions with multiple steps, have difficulty generalizing information (Setyawan et al, 2021), and need additional practice and a longer duration to acquire academic skills comparable to their peers (Murdiyanto et al, 2023). Regarding their limitation, mathematics is often cited as the subject in which slow learners face the most difficulties (Fritz et al, 2019).…”

Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach

“…Theories on slow learners below include 1) definitions of slow learners, 2) characteristics of slow learners, 3) causes of slow learners, 4) Intelligence Quotient (IQ) for slow learners, and 5) cognitive development in slow learners, 6) education services for slow learners (Khaira & Herman, 2020;Setyawan et al, 2021).…”

“…Fifth, the characteristics of slow learner's social and emotional problems 1) pinching or doing certain things to themselves. Sometimes, they also withdraw from social activities (antisocial); 2) having mood swings (moody), and their social-emotional level is still below par (Setyawan et al, 2021;Lerch & Kelly, 2020;Majid et al, 2017).…”