Evaluation of mathematical powers of 5th grade primary school students

Pilten, Pusat

doi:10.1016/j.sbspro.2010.03.450

Cited by 7 publications

(7 citation statements)

References 1 publication

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“…It was clear (see Table 2) in the dispositional cognitive function where subcategories of connection and argumentation became part of the developed mathematical disposition. It was in line with Pilten's (2010) saying that connection and argumentation (reasoning and giving reasons) abilities are two of the three essential components of mathematical power (Pilten, 2010).…”

Section: Discussionsupporting

confidence: 53%

“…After reviewing some related literatures, (NCTM, 2000;Pilten, 2010;Şahin & Baki, 2010;Scusa, 2008), mathematical power in this research topic, is defined as a student ability to use mathematics knowledge in solving nonroutine problems, by observing and assuming, logical reasoning (reasoning); communicating mathematics ideas (communication); and connecting the ideas in mathematics or along with other disciplines (connection) in order to improve self-confidence and mathematical disposition. NCTM (1989) states that mathematical disposition is a student's appreciation on mathematic.…”

Section: Mathematical Power and Dispositionmentioning

confidence: 99%

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Evaluation on Dispositional Mental Functions of Cognitive, Affective, and Conative in Mathematical Power Problems-Solving Activity

Khuziakhmetov¹

2018

JME

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This research used mixed method with sequential explanatory strategy. This research aimed to (1) determine average achievement score in mathematical power ability test, (2) determine the mean score of mathematical disposition obtained from student's mathematics learning, (3) find out the influential existence of student mathematical disposition on mathematical power ability, (4) evaluate the achievement of indicators of dispositional mental function, and (5) describe the relation of mathematics dispositional mental function on students mathematical power in problem solving. Data source was 30 (thirty) eighth graders from a junior high school in Semarang, Indonesia. Methods of data collection were test, questionnaire, observation, and interview. Results of the quantitative study showed that mathematical disposition (X) had a significant (52.8%) influence on the ability of mathematical power (Y) by linear regression equation model Y = 34.022 + 0.442X. Results of the qualitative study indicated there was an internal consistency among three mental functions of mathematical disposition. Reciprocal relation also occurred between mathematical power and mathematical disposition.

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Section: Discussionsupporting

confidence: 53%

Section: Mathematical Power and Dispositionmentioning

confidence: 99%

Evaluation on Dispositional Mental Functions of Cognitive, Affective, and Conative in Mathematical Power Problems-Solving Activity

Khuziakhmetov¹

2018

JME

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“…The standard of contents of Indonesia's curriculum 2013 clearly mentions that the competence of mathematics learning is that students have a trust in mathematical power International Journal of Instruction, January2019 • Vol.12, No.1 and function transformed through learning experiences (BSNP, 2013). Summed up from some literatures, mathematical power is defined as an ability to use mathematical knowledge to solve non routine problems; through reasoning, communication and connectionto improve mathematical confidence and dispositions (Pilten, 2010;Şahin & Baki, 2010). Mathematical power is an important basic thing for each person who is going to learn mathematics.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mathematical Disposition on Mathematical Power Formation: Review of Dispositional Mental Functions

Kusmaryono¹,

Suyitno²,

Dwijanto³

et al. 2019

INT J INSTRUCTION

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This study applied mixed methods with concurrent triangulation design that combines quantitative and qualitative research method in a balanced manner and convergence. Population in this study was as 188 students of 8th grade in a state junior high school in Semarang City, Indonesia. By using purposive sampling technique, 60 students were selected as the research subjects. The study aimed to observe the effect of mathematical disposition on students' mathematical power ability, and to describe how dispositional mental functions work when mathematical disposition is developed. Data was collected through written test (essay), questionnaires, observation and interview. Data of research result was then analyzed quantitatively (with analysis of variance) and qualitatively (analysis of interactive model). On the final stage, meta-analysis on the data was conducted. Based on the analysis of quantitative and qualitative data, it could be found that:(1) There was an effect of mathematical disposition (X) on mathematical power ability (Y) by regression equation model Y =37.106 + 0.567X which was linear on significance level = 0.05. (2) The teachers should optimize the dispositional mental functions of the students by selecting a learning model that could develop the cognitive, affective, and conative competencies together.

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“…Berdasar pendapat para ahli, Setelah meninjau beberapa literatur (NAEP, 2003); (Şahin & Baki, 2010) dan (Pilten, 2010) didefinisikan bahwa daya matematis (mathematical power) adalah kemampuan siswa menggunakan pengetahuan matematika untuk melakukan eksplorasi (penggalian) dan pendugaan, pemecahan masalah non-rutin, penalaran secara logis; mengkomunikasikan ide matematika, representasi matematika, dan koneksi ideide dalam matematika atau dengan ilmu lain dalam rangka mengembangkan kepercayaan diri dan disposisi matematis.…”

Section: Pendahuluanunclassified

Analysis of Narrative Mathematical Questions on Textbooks Based on Solo Taxonomy and Mathematical Power

Kusmaryono¹

2017

JDS

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This study aimed to identify the proportion of diversity and suitability of narrative mathematical questions with SOLO taxonomy level and mathematical power ability. The research was conducted through quantitative descriptive. Sources of data in the forms of narrations contained in mathematics textbooks. The research procedure was conducted by making the classification and determining the percentage of the narrations based on the compatibility of SOLO taxonomy and the mathematical power ability. The results showed that, the narrative mathematical questions with uni-structural level are of 7.5%, multi-structural of 33.8%, relational of 46.6% and extended abstract of 12.1 %. In terms of compatibility of the narrative questions were able to measure 23% reasoning aspect, 18% problem solving, 8.3% connection, 28% communication and 22.6% mathematical representation. In general, mathematics textbooks as the object of research should be revised, since they have not yet achieved the ideal alignment between SOLO taxonomy based on grade level and the objective of learning develop mathematical power

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Evaluation of mathematical powers of 5th grade primary school students

Cited by 7 publications

References 1 publication

Evaluation on Dispositional Mental Functions of Cognitive, Affective, and Conative in Mathematical Power Problems-Solving Activity

Evaluation on Dispositional Mental Functions of Cognitive, Affective, and Conative in Mathematical Power Problems-Solving Activity

The Effect of Mathematical Disposition on Mathematical Power Formation: Review of Dispositional Mental Functions

Analysis of Narrative Mathematical Questions on Textbooks Based on Solo Taxonomy and Mathematical Power

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