Manifestations and meanings of cognitive conflict among mathematics students in Embu, Kenya

Ngicho, Dickens Okach; Karuku, Simon; King’endo, Madrine

doi:10.5897/err2020.4061

Cited by 4 publications

(5 citation statements)

References 34 publications

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“…To assess whether students really experience cognitive conflict or not, someone can look at it in terms of thinking errors in constructing the concept. So, someone does not need to deliberately design various types of situations that may appear as contradictory information to students such as research Baglama et al (2017) and Ngicho et al (2020), but, unexpectedly based on thinking errors in constructing concepts can also create situations of cognitive conflict.…”

Section: Discussionmentioning

confidence: 99%

“…However, its implementation as a teaching and learning strategy in mathematics education is not adequately understood. From this context, several studies have recommended that mathematics teachers need to be aware of cognitive conflict and its role in teaching and learning mathematics (Baglama et al, 2017;Ngicho et al, 2020). This awareness is for the better position of teachers in the learning environment and the improvement of students' critical thinking skills (Baglama et al, 2017;Gavronskaya et al, 2022;Makonye & Khanyile, 2015;Ngicho et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive Conflict Based on Thinking Errors in Constructing Mathematical Concept

HR,

Purwanto,

Sukoriyanto

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">This study aims to evaluate cognitive conflict in constructing mathematical concepts, based on thinking errors. The data were collected through observations of words or sentences, leading to the derivation of qualitative outputs. Furthermore, the results showed that the two selected subjects experienced cognitive conflicts regarding thinking errors in mathematical concept construction. This selection process was conducted through the provision of the questions obtained in the first semester of mathematics, at Universitas Negeri Makassar, Indonesia. These questions consisted of several indicators, with each of them having three components, namely the main, tracking, and supporting items. Based on the results, two subjects experienced thinking errors in constructing the concept of algebraic root form addition. This emphasized the errors in placing concepts (misplaced), pseudo-thinking, and misanalogy. A conflict was also observed between the initial concept knowledge of using variables in algebraic addition and the new principles understood through the root summation in algebra. Furthermore, there was also a conflict between the concept understanding he had in terms of the addition operation of the root form and a new understanding of the addition operation of the root form in algebra.</p>

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cognitive Conflict Based on Thinking Errors in Constructing Mathematical Concept

HR,

Purwanto,

Sukoriyanto

et al. 2023

INT J EDUC METHODOL

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“…Strategi konflik kognitif adalah pendekatan pembelajaran yang didasarkan pada perspektif konstruktivis (Adnyani, 2020;Dickens et al, 2020;Mufit et al, 2022;Putra et al, 2020). Siswa diberikan elemen baru atau kejutan yang dapat berupa contoh tandingan atau pernyataan yang menyebabkan ketidakpastian dalam pengetahuan awal mereka.…”

Section: B Pembahasanunclassified

“…Selain strategi konflik kognitif, interaksi siswa dengan lingkungan juga penting selama pembelajaran. Piaget menemukan bahwa perkembangan kognitif anak-anak sangat bergantung pada interaksi mereka dengan lingkungannya (Dickens et al, 2020;Evendi et al, 2022;Mufit et al, 2022). Dalam konteks kelas, pendekatan pembelajaran yang mendorong siswa untuk menemukan pengetahuan mereka melalui interaksi dengan lingkungan telah diterapkan.…”

Section: B Pembahasanunclassified

Development of Mathematics Learning Tools Based on Cognitive Conflict Strategies to Improve Students' Critical Thinking Skills

Jayantha,

Suparta,

Sudiarta

2023

sigma, pend, math

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Learning tools on triangular and quadrilateral materials are very important because they serve as a benchmark for learning success. The low critical thinking ability in Grade VII mathematics suggests that the media used has not been optimized and has limitations. This study aimed to determine the characteristics and applications of mathematics learning tools that incorporate cognitive conflict strategies on triangular and quadrilateral materials that are valid, practical, and effective in improving students' critical thinking skills. The research used an RD design, and the study was conducted in the fall semester of the 2021/2022 academic year in grade VII of SMP Negeri 2 in Gerokgak. The Plomp device development model is applied in three stages: preliminary research, prototyping, and assessment. A study found that using triangular and quadrilateral learning tools with cognitive conflict strategies in grade VII SMP Negeri 2 Gerokgak improved math critical thinking skills. The student books presented challenging problems, had conflict discussions, and gave feedback. The teacher manuals included tasks to solve problematic scenarios and evaluate students. These tools are effective and practical, and can replace traditional teaching methods.

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“…Based on the 27 articles identified, the problems that facilitate the emergence of cognitive conflicts, metacognitive knowledge, and controversial reasoning differ. In general, problems that facilitate cognitive conflict are closed mathematical problems that can be presented both in textual and contextual form, but in the process; students experience a conflict because the problem-solving is found to be contrary to real mathematical concepts or with the knowledge that students have previously (Ngicho, D. O. et al, 2020), (Sutopo, 2021. So it can be concluded that cognitive conflict is not a problem but a situation that occurs in students when there is no balance between previously owned information and information obtained in learning activities (Lestary R. et al, 2018), (Randi P. et al, 2019), (Firmanti, P., 2022).…”

Section: Linkages Betweenmentioning

confidence: 99%

Controversial Mathematical Issues : Problem Based Learning on Critical Thinking

Suryawan,

Nitiasih,

Riastini

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to describe the study of controversial mathematical issues as problems that facilitate cognitive conflict and metacognitive knowledge. The research method used is a Systematic Literature Review with the process of identifying, assessing, and interpreting the available research facts, with the research object being a mathematical problem. The research design used was to summarize, review, and analyze 27 articles relevant to the research object in Sinta-accredited journals, indexed by Scopus and Web of Science. Then, these articles were analyzed using content analysis techniques. From the Systematic Literature Review, the results showed that controversial problems were different from metacognitive problems and the problems that facilitate cognitive conflict. These unique problems suit the mathematical problems’ criteria and support the application of Problem-Based Learning.

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Manifestations and meanings of cognitive conflict among mathematics students in Embu, Kenya

Cited by 4 publications

References 34 publications

Cognitive Conflict Based on Thinking Errors in Constructing Mathematical Concept

Cognitive Conflict Based on Thinking Errors in Constructing Mathematical Concept

Development of Mathematics Learning Tools Based on Cognitive Conflict Strategies to Improve Students' Critical Thinking Skills

Controversial Mathematical Issues : Problem Based Learning on Critical Thinking

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