The Different Patterns of Gesture between Genders in Mathematical Problem Solving of Geometry

Harisman, Yulyanti; Noto, Muchamad Subali; Bakar, Marwia Tamrin; Amam, Asep

doi:10.1088/1742-6596/812/1/012039

Cited by 11 publications

(8 citation statements)

References 5 publications

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“…Meanwhile, female subjects tend to stop when they experience obstacles. The results of other studies show that female students tend to show wavering and hesitant gestures (Harisman et al, 2017). Meanwhile, for moderate achievement, female subjectss perform much better to male subjectss.…”

Section: Do a Planmentioning

confidence: 88%

“…S1-men with high achievement are more dominant in understanding problems, making plans, doing and looking back. According to Harisman, et al (2017), male students with the same math achievement tend to remain calm when facing a shift in cognitive understanding and focus on questions in problems. S1 is more confident with his answer than S2 and can look for other strategies when he believes the strategy used is wrong.…”

Section: Do a Planmentioning

confidence: 99%

“…We use Polya's approach selected because the Polya method has extensively used to solve mathematical problems at primary, secondary, and tertiary levels (In'am, 2014). Several studies have reported regarding the types of student problem solving both by looking at the gesture and behavior side (Harisman et al, 2017;Harun et al, 2019;Muir et al, 2008), and those who see the strategy from the gender side are still limited. Besides, this is important to do because some students at SDN 001 Tarakan are still used to solving problems if they have been given examples of solutions and not all students have shown mastery of the plane figure material.…”

Section: Introductionmentioning

confidence: 99%

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Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Dwiyani

Nanna

Kusnadi

2021

JIPM

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<p class="JRPMAbstrakKeywords"><span>Each student's problem solving has different characteristics and can be seen in terms of gender differences. Gender in mathematics achievement is still a hot topic to be researched. Therefore, this study aims to describe the problem solving of primary school students on Geometry using the Polya strategy model in terms of gender. This study uses a qualitative approach design. Participants in this study consisted of 4 high and moderate achievement primary school students of the male and female gender. Data collection providing by problem-solving test, and then we conducted interviews with participants as part of the data triangulation process. Based on the study results, we found that: (1) there are differences in problem-solving strategies carried out by male and female students. For high achievement, male participants are superior, while for moderate achievement, female participants are superior; (2) A male student with high achievement is a good problem solver. A female student with moderate achievement is routine problem-solver, and naive problem-solvers are a female student with high achievement and a male student with moderate achievement. (3) Good problem solver were confident and able to find other ways when encounters obstacles. Routine problem solver do not do the looking back process, so there are mistakes at some of the problem-solving stages, and naive problem solvers only manipulate the numbers on the problem into some calculation operations.</span></p>

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Section: Do a Planmentioning

confidence: 88%

Section: Do a Planmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Dwiyani

Nanna

Kusnadi

2021

JIPM

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“…Some researchers have done it. Harisman, Noto, Bakar, & Amam (2017) and Harun et al (2018) in their research had seen how the gesture of student with different gender and different behavior when they solve the problem. The finding of her research is there is different gesture between male student and female student when they solve problem that given.…”

Section: Introductionmentioning

confidence: 99%

Experience Student Background and Their Behavior in Problem Solving

Harisman

Noto

Hidayat

2020

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These Students' mathematical problem solving behavior had been presented in the previous paper. Four categories of students' mathematical problem solving behavior in junior high schools in Indonesia had been obtained. These categories were: naive, routine, semi-sophisticated, and sophisticated. This paper was a continuation of that research. In this session would discuss about external aspects affect student behavior in problem solving. This research used survey method. Eighteen students from three junior high schools in Indonesia had been interviewed about it. These three aspects were: distance of home from school, family background, Contests-contests like math Olympiads that had been followed. The interview results were coded to get conclusions. Research findings were that the external aspects of students did not influence students in behaving to solve problems in mathematics. the implication of this finding is that the main factor influencing student behavior in problem solving is teacher professionalism in learning not from the students themselves, so the teacher must be really prepared in designing all components of learning well.

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“…This study remains a question, whether the gesture is unique to each, or whether it is possible to find patterns of the gesture used students, from gesture between different age, gender, etc. Harisman, Noto, Bakar and Amam [3] have studied the patterns of inter-gender gesture. The conclusions of the study, some gesture showed by female students are: often lower his head, less confident, shy, often nodded when the transfer of cognitive understanding, advancing the body movements directly towards the interviewer and ask questions if there are things that are not understood.…”

Section: Introductionmentioning

confidence: 99%

Adult Gesture in Collaborative Mathematics Reasoning in Different Ages

Noto

Harisman

Harun

et al. 2017

J. Phys.: Conf. Ser.

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Abstract. This article describes the case study on postgraduate students by using descriptive method. A problem is designed to facilitate the reasoning in the topic of ChiSquare test. The problem was given to two male students with different ages to investigate the gesture pattern and it will be related to their reasoning process. The indicators in reasoning problem can obtain the conclusion of analogy and generalization, and arrange the conjectures. This study refers to some questions-whether unique gesture is for every individual or to identify the pattern of the gesture used by the students with different ages. Reasoning problem was employed to collect the data. Two students were asked to collaborate to reason the problem. The discussion process recorded in using video tape to observe the gestures. The video recorded are explained clearly in this writing. Prosodic cues such as time, conversation text, gesture that appears, might help in understanding the gesture. The purpose of this study is to investigate whether different ages influences the maturity in collaboration observed from gesture perspective. The finding of this study shows that age is not a primary factor that influences the gesture in that reasoning process. In this case, adult gesture or gesture performed by order student does not show that he achieves, maintains, and focuses on the problem earlier on. Adult gesture also does not strengthen and expand the meaning if the student's words or the language used in reasoning is not familiar for younger student. Adult gesture also does not affect cognitive uncertainty in mathematics reasoning. The future research is suggested to take more samples to find the consistency from that statement. IntroductionThe gesture is a movement towards the body that person does in understanding problems. According to Alibali and DiRusso [1], the functions of gesture can help children to an understanding of numbers to others. In other words, the gesture may help children to pass on their knowledge to the respondent. According to Reynolds and Robert [2], the students make a gesture of collaborating is a source of diagnosis or as information for teachers. This research makes a study of two graduate students gestures collaborate in conducting mathematical reasoning with the statistical material. The three functions of gesture that is: first, the gesture is used to achieve, support, and return the focus to the problems. Second, gesture strengthens and expands the meaning of the word if the student or the language used in problemsolving is not familiar. Third, it is possible in some circumstances, the gesture is an index of an uncertainty level cognitive that replaces the understanding (the changes cognitive). Reynold and Robert [2] see three of these functions on students who collaborate in solving problems of graph speed time and graphical representation of a bus trip. This research addresses the different perspectives, by observing the changes of understanding about what and how an understanding of the changes that occur...

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The Different Patterns of Gesture between Genders in Mathematical Problem Solving of Geometry

Cited by 11 publications

References 5 publications

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Analyzing the Gender Strategy in Math: Good, Routine, or Naive Problem Solver?

Experience Student Background and Their Behavior in Problem Solving

Adult Gesture in Collaborative Mathematics Reasoning in Different Ages

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