Construction and reconstruction concept in mathematics instruction

Prahmana, Rully Charitas Indra; Tanujaya, Benidiktus

doi:10.1088/1742-6596/943/1/012011

Cited by 18 publications

(16 citation statements)

References 11 publications

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“…Furthermore, in the second question, there are still many students who answer the statement, but it is incomplete. The results supported from several research stated that some students also find it difficult to give statements that support or refute their arguments to answer given questions (Novita, et al 2012;Kamaliyah, et al 2014;Oktiningrum, et al 2016;Wijaya, et al 2014;Wijaya, et al 2015;Mumu, et al 2018;Gunawan, et al 2018;Sukirwan, et al 2018;Pratiwi, et al 2019).…”

Section: Soalmentioning

confidence: 58%

Aquatic in Asian Games: Context of Pisa-Like Mathematics Problem

2019

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This study aimed to create mathematical problems of uncertainty and data contents in PISA using aquatic context that were valid, practical and had the potential effect. This study was design research of development study. The subjects in this study were 10th-grade students of Indo Global Mandiri senior high school in Palembang consisting of 20 students. Data were gathered through interviews, observation, and tests. The results of data analysis showed that there were eight valid and practical items of PISA type of uncertainty and data contents. The contents obtained using bicycles and aquatic contexts in Asian Games. The 11 out of 20 students showed reasoning skills and reasonable arguments, and 9 out of 20 students showed reasoning skills and discussions but incomplete. It was because they were not used to solving PISA type problems in learning.

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Section: Soalmentioning

confidence: 58%

Aquatic in Asian Games: Context of Pisa-Like Mathematics Problem

2019

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“…While many studies on students' discomforts with the concept of a mathematical proof have been carried out most of such studies have been based on arguments participants find convincing from those availed by researchers (e.g., Bleiler, et al 2014;Matin & Harel, 1989). Therefore there is scarcity of empirical studies based on students' own proof constructions, that is, their own actual voices which in turn could illuminate their thinking processes as they engage with proof and proving (Duval, 2006;Mejia-Ramos & Inglis, 2009;Ndemo, Zindi, & Mtetwa, 2017;Mumu, et al 2018). This study intends to respond to this dearth in studies grounded in students' own proof constructions by addressing the research question, such as what kinds of flaws characterise postgraduate students' conceptions of the concepts of transposition and multiplication of matrices?…”

Section: Statement Of the Problemmentioning

confidence: 99%

Flaws in Proof Constructions of Postgraduate Mathematics Education Student Teachers

Ndemo¹

2019

J. Math. Educ.

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Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

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“…PMRI diadaptasi dari teori RME (Realistic Mathematics Education) yang dikembangkan oleh Hans Freudenthal di Belanda yang menggunakan objek yang dekat dengan siswa sebagai titik awal pembelajaran matematika (Prahmana, 2012;Prahmana, Zulkardi, & Hartono, 2012). Pendekatan PMRI memberikan kesempatan kepada siswa untuk menemukan sendiri konsep matematika di bawah bimbingan guru menggunakan konteks kehidupan sehari-hari yang dekat dengan siswa (Olivia, Deniyati, & Meiliasari, 2013;Mumu, Prahmana, & Tanujaya, 2017…”

Section: Pendahuluanunclassified

Pembelajaran Luas Segiempat untuk Siswa Kelas VII Menggunakan Reallotment Activities

Fitri

Prahmana

2018

J. Rev. Pemb. Mat.

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This research uses reallotment activities that already designed by previous research to know the role of reallotment activities in great rectangular learning. This research uses descriptive research method implemented in class 7th at SMP N 3 Banguntapan, Bantul, Yogyakarta. The data collection techniques used are documentation, observation, and test. Furthermore, the researcher analyzed the data obtained through video recording, observation, and student test answers. The results show that reallotment activities can assist students in finding the square formula by changing the shape of a rectangle into a rectangular shape. The learning activities that use reallotment activities consist of action comparing the area of an irregular shape, replacing the regular form into squares, determining the area of the rectangle and the parallelogram, finding the formula of the breadth of the parallelogram, and also determining the area of the trapezium, the parallelogram, and kite.

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Construction and reconstruction concept in mathematics instruction

Cited by 18 publications

References 11 publications

Aquatic in Asian Games: Context of Pisa-Like Mathematics Problem

Aquatic in Asian Games: Context of Pisa-Like Mathematics Problem

Flaws in Proof Constructions of Postgraduate Mathematics Education Student Teachers

Pembelajaran Luas Segiempat untuk Siswa Kelas VII Menggunakan Reallotment Activities

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