Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities

Im, Soo-hyun; Jitendra, Asha K.

doi:10.1016/j.jmathb.2019.100753

Cited by 22 publications

(18 citation statements)

References 81 publications

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“…Singkatnya penalaran proporsional adalah cara berpikir yang kompleks tentang ide-ide yang saling berhubungan seperti perkalian dan pembagian pada bilangan bulat, pecahan, rasio, pangkat, pengukuran, dan persen (Hino dan Kato dalam (Im & Jitendra, 2020). Dalam pelajaran matematika banyak konsep yang mengharuskan siswa mampu berpikir proporsional (Hajidah, 2017), seperti yang diungkapkan oleh Dolle dkk dikutip dari (Eka & Susanah, 2013) bahwa materi pecahan, persentasi, rasio, desimal, skala, aljabar, dan peluang membutuhkan penalaran proporsional.…”

Section: Pendahuluanunclassified

“…Namun menyelesaikan masalah dengan penalaran proporsional dapat menjadi lebih menantang bagi siswa kesulitan belajar Matematika (American Psychiatric Association dalam (Im & Jitendra, 2020). Menurut Putri dalam (Arisandi, 2014) kesulitan belajar Matematika menyebabkan siswa menjadi tidak bisa berhitung.…”

Section: Pendahuluanunclassified

“…Pada penelitian yang dilakukan oleh (Im & Jitendra, 2020) menunjukkan bahwa secara khusus kesalahan dan kesalahpahaman pada siswa dengan kesulitan belajar Matematika dijabarkan lebih jelas sebagai berikut: (a) Siswa dengan MLD (Mathematic Learning Disability) tidak tahu bagaimana mengekspresikan rasio sebagai notasi fraksional, (b) ketika siswa dengan MLD tidak mengidentifikasi jenis rasio (bagian-ke-bagian atau bagian-ke-whole ratio), dan (c) ketika masalah diperlukan konversi rasio menjadi persen atau memerlukan beberapa langkah.…”

Section: Metode Penelitianunclassified

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Analisis Penalaran Proporsional Pada Siswa Kesulitan Belajar Matematika Di Sekolah Inklusif

Yuwono¹,

Putri²

2020

MTK

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Many Mathematical concepts require students to use proportional reasoning. Proportional reasoning can be an indication of the level of students' mastery of mathematics on subjects involving comparison problems. Problems solving with proportional reasoning can be even more challenging for students with mathematic learning disabilities. The purpose of this study was to analyze the reasoning of students of difficulty learning mathematics in inclusive schools. Research approach with qualitative methods. The results showed that the three subjects in solving four different types of problems tended to be the same. Proportional reasoning ability of the three subjects is at level 0 to 1 proportional reasoning ability.

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Section: Pendahuluanunclassified

Section: Metode Penelitianunclassified

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Analisis Penalaran Proporsional Pada Siswa Kesulitan Belajar Matematika Di Sekolah Inklusif

Yuwono¹,

Putri²

2020

MTK

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“…Mathematical literacy is the capacity of individual to identify and understand the role of mathematics in the world to make the interpretation according to his current and present needs of his private, work, and social life and to be a constructive, concerned and reflective citizen of a country [4]. Mathematical literacy is a knowledge to understand and apply basic math in everyday life [5]- [6]. Mathematical literacy consists of several indicators which can describe individual's ability to solve problem [6].…”

Section: Introductionmentioning

confidence: 99%

“…Mathematical literacy is a knowledge to understand and apply basic math in everyday life [5]- [6]. Mathematical literacy consists of several indicators which can describe individual's ability to solve problem [6].…”

Section: Introductionmentioning

confidence: 99%

Gender Difference: Students’ Mathematical Literacy in Problem Solving

Sabat¹,

Mardiyana²,

Pramudya³

2021

Advances in Social Science, Education and Humanities Research

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Having a good mathematical literacy is expected to help the students in learning. Mathematical literacy is an individual's ability to understand the role of mathematics and to interpret it in his everyday life. Mathematical literacy focuses on thinking mathematically, mathematical arguments, mathematical modelling, open problems and solving problems, representation, and communication. This study aims to describe the ability of students' mathematical literacy viewed from the gender difference. Type of research this is research is qualitative descriptive. The subject of this study were two female students and the two male students. Instruments used in this study is an ability test of mathematical literacy and interview. Data were analyzed with the descriptive qualitative analysis namely the data reduction, data modelling, and conclusion drawing. Male students' mathematical literacy skill was signified by the indicators on mathematical thinking, mathematical arguments, representation and communication. While female students' mathematical literacy skill was signified by the indicators on mathematical thinking, mathematical arguments, open problem and solving problems, and representation and communication. Except for mathematical modelling indicator female students possess adequate mathematical literacy skill.

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What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Tabak

Dubovi

2023

Science Education

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Is public engagement with science deliberative and evidence‐based? The public is often perceived as underprepared to use data and susceptible to partisan and emotional manipulation. Consequently, educational efforts focus on the ability to identify reliable information. We posit that effective engagement with science goes beyond this and hinges on data literacy. We leveraged the unique circumstances of COVID‐19, where diverse people inundated with pandemic‐related data representations in the media needed to make consequential decisions, to examine whether people use data and what factors affect such use. In a survey of a representative Israeli adult sample, participants reported their information habits and beliefs before and during COVID‐19. On being presented with graphs and datasets, they answered data literacy and COVID‐19‐related functional reasoning assessments (e.g., would you travel abroad?). Data literacy distinguished those who incorporated data from those who did not. Yet, participants incorporated moral, social, and economic considerations at all data literacy levels, suggesting that people may be deliberative even when they do not attend to quantified data. Moreover, participants' trust in science and data interpretation competence were key factors mediating the relationship between self‐efficacy in data interpretation skills and the incorporation of data in reasoning. The findings extend beyond COVID‐19 to a broader understanding of the factors influencing public engagement with quantitative representations. Rather than focusing solely on remediating data interpretation, we suggest that educative efforts work on multiple fronts and that cultivating trust in science is key to a broader, more deliberative engagement with science.

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Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities

Cited by 22 publications

References 81 publications

Analisis Penalaran Proporsional Pada Siswa Kesulitan Belajar Matematika Di Sekolah Inklusif

Analisis Penalaran Proporsional Pada Siswa Kesulitan Belajar Matematika Di Sekolah Inklusif

Gender Difference: Students’ Mathematical Literacy in Problem Solving

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

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