A Commognitive Framework: The Process of Solving Mathematical Problems of Middle School Students

Zayyadi, Moh; Nusantara, Toto; Subanji, Subanji; Hidayanto, Erry; Sulandra, I Made

doi:10.26803/ijlter.18.2.7

Cited by 21 publications

(24 citation statements)

References 26 publications

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“…By redrawing the image given in the problem, they showed that word use performs certain functions in mathematical discourse. This is in accordance with Zayyadi, et al (2019) using word uses with special terms in mathematics used by students in solving problems. The indication of their compliance with the settlement rules is shown in the images that were made to facilitate the problem-solving process.…”

Section: Word Usessupporting

confidence: 71%

Textual and Contextual Commognitive Conflict Students in Solving an Improper Fraction

Pratiwi

Nusantara

Susiswo

et al. 2020

Journal for the Education of Gifted Young Scientists

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Commognitive conflict occurs when there are differences in the use of discourse by the interlocutor and becomes a challenge in mathematical communication. For sources of commognitive conflict that have not yet been discussed, therefore the purpose of this study was to reveal source of students' commognitive conflict in solving problems. This research was to determine the source of the commognitive conflict experienced by firstyear students in solving mathematical problems, that is, improper fraction. Commognitve characteristics used in this study are word uses, visual mediators, narratives, and routines. A total of 38 students were given a math problem sheet, and two students were chosen as research participants because they had different and interesting answers. Then the participants participated in a semi-structured in-depth interview to find out the factors that cause commognitive conflict. The results of the research shown that the source of commognitive conflict lies in visual mediators and narratives produced by participants. The visual mediators that are produced should be interpreted contextually, but the indicators undergo a shift in meaning into the textual in the minds of participants.

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Section: Word Usessupporting

confidence: 71%

Textual and Contextual Commognitive Conflict Students in Solving an Improper Fraction

Pratiwi

Nusantara

Susiswo

et al. 2020

Journal for the Education of Gifted Young Scientists

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“…The narrative is the sequence of text, oral or written, which is used as a description of objects that are labeled true or false. In mathematical discourse, the approved narrative is known as mathematical theory (Sfard, 2007;Zayyadi, et al, 2019). Routine is a combination of metarules that describe discursive actions (Sfard, 2008).…”

Section: Introductionmentioning

confidence: 99%

Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems

Supardi¹

2021

TURCOMAT

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This study aims to describe the commognitive analysis of students' errors in solving High order thinking skills problems. The problem of this study is that students have difficulty of solving mathematical problems because students do not build their own knowledge of mathematical concepts but tend to memorize concepts so that when students solve math problems students often make mistakes and do not find solutions to solve these problems. Students also taught themselves that math is difficult. This type of research is a qualitative description. The research subjects were three grade X students of Senior High school 1 Pamekasan. The instruments used in this study were mathematical problem seets and semi-structured interviews. The results showed that students experienced faults in 1) word use (mistake writting mathematical symbol and not consisstent in writting naming. the factors are hasty, inaccurate, not understanding the questions, incomplete writing is known, and asked, not understanding the material.); 2) Visual mediator (mistakes in drawing or illustrating the problem. Student is not using visual mediators, some students use visual mediators but are still wrong and use it,); 3) Narrative (not writing the formula but writing the results directly. Student mistakes also occur because students do not know the strategy that will be used to solve them, while the students' mistakes made at this stage are: students are wrong in writing the formula definition sine and wrong for not writing the formula.); 4) Routine (inaccurate in arithmetic operations so that the final answer is wrong. The mistakes of some students in general in doing routine are the students doing wrong calculations, wrong in substituting values or numbers that are known in the formula.). With this research, teachers can find out where the difficulties and misconceptions of students are in doing it so that it becomes new learning for students to improve learning outcomes and minimize errors.

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“…In fact, commognitive terms used were the entire fabric of human development and a lens for research (Presmeg, 2016). Furthermore, Zayyadi et al (2019) state that a commognitive framework can help students solve mathematical problems. In this case, the commognitive framework in the form of narrative plays an important role in reasoning, problem solving, and building knowledge (Saletta et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The four commognitive frameworks are tools in discourse (Sfard, 2020). In turn, discourse can occur when someone is given a problem and tries to solve it (Zayyadi et al, 2019). Thus, to solve statistical and mathematical discourses, word use, visual mediator, narrative, and routine are relevant to the problem context in the discourses.…”

Section: Introductionmentioning

confidence: 99%

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

et al. 2022

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Background: Statistical reasoning plays an important role in decision making, as the latter requires the individual to be able to connect and relate various aspects and ideas. Objectives: This study aimed to describe the student's statistical reasoning process using a commognitive framework based on the task of making decisions. Design: This study used a qualitative approach with a descriptive exploratory design. Setting and Participants: Respondents in this study were students majoring in mathematics in the fourth and sixth semesters. There were 58 students involved; three of them were research subjects. Data collection and analysis: The authors gave students a task containing a question. The question had to do with choosing one out of six employees who were most successful at their jobs. Results: The findings in this study indicate two main aspects when carrying out the statistical reasoning process using a commognitive framework in making decisions: 1) the visual mediator created when representing data is the foundation for analysing and interpreting data. Visual mediators that were irrelevant to data had an impact on the emergence of ritualised routine, resulting in an illogical decision; 2) substantiations narrative, in the form of involving various aspects of decision making, and memorisation narrative, in the form of rules related to mathematical or statistical concepts in decision making, were tools to minimise the risks arising from the decisions made. Conclusions: Commognitive framework could be used as a tool when students carried out statistical reasoning process in making complex decisions. It was important to make a visual mediator matching the data display when students represented data.

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A Commognitive Framework: The Process of Solving Mathematical Problems of Middle School Students

Cited by 21 publications

References 26 publications

Textual and Contextual Commognitive Conflict Students in Solving an Improper Fraction

Textual and Contextual Commognitive Conflict Students in Solving an Improper Fraction

Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems

Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework

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