Improvement students’ achievement in elementary linear algebra through APOS theory approach

Arnawa, I Made; Yerizon, .; Nita, Sri

doi:10.1088/1742-6596/1567/2/022080

Cited by 16 publications

(12 citation statements)

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“…The mathematical proving test results were analyzed by scoring 0 to 4 for each item according to the given criteria (Arnawa, Yerizon, & Enita, 2019), then the total score was converted into 0 to 100 scale. The results were presented in Table 2.…”

Section: Descriptive Analysis Resultsmentioning

confidence: 99%

“…Based on the research goals, we run two kinds of data analysis -descriptive statistical analysis and comparative analysis. The test results -the quantitative data -were analyzed by scoring 0 to 4 for each item with criteria as follows (Arnawa, Yerizon, & Enita, 2019). Score 0 was given if there is no proving process at all, score 1 was given if the students could make one approach but incorrect, score 2 was given if there is a substantial progress, score 3 was given if the solution is obtained with minor fallacy, and score 4 if the students could make a completion of proving process.…”

Section: Data Analysis Techniquementioning

confidence: 99%

“…A mathematical proof is a sequence of a logical statement which explains why a given preposition is true. Arnawa, Yerizon, & Enita (2019) mentioned that a lecturer could use mathematical proof tasks to see how students can argue logically, how students use examples and non-examples to defend their opinions, how students might experience weaknesses in reasoning, and what kinds of misconceptions the students often experience.…”

Section: Introductionmentioning

confidence: 99%

“…Although proof is the most important part of mathematics, proving is one of the difficult things to learn and to teach (Arnawa, 2006). Various previous researches suggest that there are still many students who found difficulties in constructing mathematical proofs (Selden & Selden, 2003;Stylianides, Stylianides, & Philippou, 2007;Ozdemir & Ovez, 2012;Cyr, 2013;Guler, 2016;Arnawa, Yerizon, & Enita, 2019). Furthermore, Yerizon (2011) also concluded that the students' mathematical proving ability was still low.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Mathematical Proof Ability in Abstract Algebra Course

Agustyaningrum¹,

Husna²,

Hanggara³

et al. 2020

ujer

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Mathematical proving is an important ability to learn abstract algebra. Many students, however, found difficulties in solving problems involving mathematical proof. This research aims to describe the students' mathematical proving ability and to find out the difference of the ability among students in private universities with three different levels of accreditation-A, B, and C. We used descriptive and comparative methods to reach the goals by involving mathematics education department students from A, B, and C-accredited private universities as its subjects. We used a test and interview to collect the data. The data of the students' mathematical proving ability were then statistically described and then compared among the three subject categories using the Kruskal-Wallis test and U Mann Whitney post hoc test. The results suggest that the students' mathematical proving ability from the A, B, and C-accredited universities respectively were 77.14 (high category), 39.32 (low category), and 36.78 (low category). Furthermore, the comparison results suggest that the significant differences only happen between universities with A and B accreditation level, and between the ones with A and C accreditation. Based on these findings, the mathematical proving ability of the students from B and C-accredited universities still needs to be improved by making the students accustomed to exercising with proof problems, motivating them to learn, and providing them learning materials that are easy to understand.

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Section: Descriptive Analysis Resultsmentioning

confidence: 99%

Section: Data Analysis Techniquementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of Mathematical Proof Ability in Abstract Algebra Course

Agustyaningrum¹,

Husna²,

Hanggara³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Furthermore [3] stated that the development of mathematics is inseparable from reasoning and proofing. In line with this, [4], [5], [6], stated between mathematics and reasoning cannot be separated one another because understanding mathematics requires reasoning which can be trained through mathematical material.…”

Section: Introductionmentioning

confidence: 99%

Analyzing of Student’s Mathematical Reasoning Ability in Solving Mathematical Problem Based on Higher Order Thinking Skill (HOTS)

Herawati¹,

Amelia²

2021

Advances in Social Science, Education and Humanities Research

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In this paper, we consider to analyzed the mathematical reasoning ability of students in solving mathematics problem based on Higher Order Thinking Skill (HOTS). The method of this research is qualitative descriptive. This research consisted of 12 subject. Based on the analysis that mathematic reasoning ability of students can be grouping into 3 categories, that are low, moderate and high groups. The results showed that 16.7% of students were categorized as having low reasoning, that is presenting a mathematical statement in writing, 16.7% of students were categorized as having moderate reasoning, that is able to make a conjecture and perform mathematical manipulation, and 66.7% of students were categorized as having high reasoning, which is able to make a conjecture, to perform a mathematical manipulation, to provide the reasons or evidence for the solution and drawing a conclusion.

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