Students’ mathematical reasoning abilities on number sequence pattern material: viewed from a gender perspective

Abstract

This study aims to describe mathematical reasoning abilities in terms of the gender of grade VIIIA students at MTs Negeri 3 Banjarnegara. The study population was students of MTs Negeri 3 Banjarnegara by taking samples of class VIII A. Sampling using a cluster random sampling technique. Data obtained using tests, interviews, and documentation. The data were analyzed and described quantitatively. The results showed that: 1. The percentage of male students’ ability to give assumptions based on the formed pattern was 54.19%, while female students were 64.71%; 2. Students’ skills to use a number sequence pattern to draw conclusions about male students were 66.67%, while female students were 76.47%; 3. Male students tend to make guesses by briefly writing down the pattern, while female students describe their tribes first; 4. Male students tend to misunderstand questions so that they are wrong in concluding, and 5. female students draw conclusions based on the results of describing their ethnic groups.

The Mediating Role of Metacognitive Strategies in The Relationship Between Gender and Mathematical Reasoning Performance

“…Mathematics is a discipline that requires cognitive ability. There are also studies showing that cognitive abilities are the basis of individual differences in mathematics (Efklides et al, 1997;Erdem & Soylu, 2017;Karaduman, 2018;Kayhan, 2005;Kocaman, 2017;Rohde & Thompson, 2007;Rosdiana et al, 2019;Sarıbaş, 2019;Subekti et al, 2021). For example, Kayhan (2005) emphasized that female students are more successful in choosing and using the right strategies in the mathematical reasoning process.…”

“…For example, Kayhan (2005) emphasized that female students are more successful in choosing and using the right strategies in the mathematical reasoning process. Subekti et al (2021) stated that female students had a higher rate of making correct assumptions about mathematical patterns. Male students' explanations of the patterns are more superficial and tend to misunderstand the patterns and accordingly draw wrong conclusions.…”

“…In checking the results' accuracy, male and female students used similar reasoning techniques. Subekti et al (2021) noted that female students had a higher rate of making correct assumptions about the patterns. Male students' explanations of the patterns are more superficial.…”