Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration

Lee, Kyeong-Hwa

doi:10.1007/s11858-017-0889-x

Cited by 21 publications

(20 citation statements)

References 53 publications

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“…In other words, when learning to use memorization exercises, students are not engaged in the study of mathematics but are subject to teacher orthodoxy. As a result, students are at risk of learning stagnation [45]. This is in line with the statement of Rezat [46], which notes that the textbook on mathematics is an instrument that has a significant effect on the learning practices of mathematics.…”

Section: Figure 3 the Proportion Of Mathematics Teachers Using Official Textbooks For Lessonssupporting

confidence: 72%

Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

Tanujaya¹,

Prahmana²

2021

TEM Journal

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HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

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Section: Figure 3 the Proportion Of Mathematics Teachers Using Official Textbooks For Lessonssupporting

confidence: 72%

Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

Tanujaya¹,

Prahmana²

2021

TEM Journal

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“…Such a request can be made even if the task has both a closed beginning and the end and this, in turn, can enrich the quality of task and contribute to the development of students' DT skills. The study of Lee (2017), in fact, reveals that such modifications are feasible and routine tasks can be turned into creative ones.…”

Section: Discussionmentioning

confidence: 99%

“…The researcher found that overcoming fixation was related to DT in terms of its flexibility and originality components and showed that diverse and novel ideas came from those students who could overcome fixation. Lee (2017) examined secondary mathematics teacher candidates' modifications of textbook tasks for DT and CT during a university course on learning to teach mathematics, which also had a focus on task features for creativity education. Only 23.9% of modified tasks were considered to be appropriate for creativity and these tasks were mainly categorized as following convergent-divergent model (CDM) and divergent-convergent model (DCM), which are proposed by Foster (2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Divergent Thinking and Convergent Thinking: Are They Promoted in Mathematics Textbooks?

Bingölbali

2022

Int. J. of Cont. Edu. Res.

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“…In Pe-santren Education, "santri" is a measure of the success or failure of the pesantren's efforts in achieving the vision, mis-sion and goals of the education held (Griffin, 2014). This en-courages students to take part in boosting the success of In-donesia's development (Lee, 2017). Therefore, it is not enough for pesantren to only create students who have high knowledge but also must be able to create students who con-tribute to the country's industry (Hakim et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Santri's critical thinking with Problem Solving approach

Trisanti

Saleh²,

Nuritasari

2022

Int.J.Trends.Math.Edu.Research

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This study aims to describe the students' thinking ability in solving mathematical problems with Islamic nuances on the subject of the 7th grade set of MTs Darul Ulum Banyuanyar. Before conducting the research, the subject was given learning or knowledge about mathematics with Islamic nuances, more specifically the set material. The technique of taking research subjects is done by using purposive sampling technique. The selected subjects were 3 respondents. In checking the validity of the research using triangulation, the triangulation used is time triangulation. The results of this study indicate that high-ability students can pass all indicators in the indicators of critical thinking, creative and inductive reasoning. Meanwhile, for students with moderate abilities (second and third subjects) in critical thinking, the two subjects go through elementary clarification indicators, not through basic support indicators and determine strategies and tactic. Indicators for drawing conclusions (inference) and further clarification (advances clarification) can be passed, but in the work carried out, it is not done correctly. In creative thinking, students with moderate ability are both through the indicators of fluency and flexibility, and not through indicators of originality and elaboration. Whereas in inductive reasoning the second subject only met two of the 3 indicators of inductive reasoning, namely, fulfilling the indicators of identifying mathematical processes/concepts and their tendencies from the given situation, and compiling estimates relevant to the statement. Meanwhile, in inductive reasoning, the third subject only fulfills one indicator, namely identifying mathematical processes/concepts and their tendencies from the given situation.

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Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration

Cited by 21 publications

References 53 publications

Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

Divergent Thinking and Convergent Thinking: Are They Promoted in Mathematics Textbooks?

Analysis of Santri's critical thinking with Problem Solving approach

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