Mathematical Communication Process of Junior High School Students in Solving Problems based on APOS Theory

Sumaji, Sumaji; Sa’dijah, Cholis; Susiswo, Susiswo; Sisworo, Sisworo

doi:10.17478/jegys.652055

Cited by 14 publications

(5 citation statements)

References 21 publications

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“…However, applying HOTS in learning is seen as difficult for both teachers and students. In addition, the process of solving Mathematics problems in schools emphasizes more on learning outcomes more than the reasoning process and students' HOTS [19]. This is in line with previous study that teaching HOTS and learning HOTS are equally difficult, while teacher competence to be able to manage learning activities related to HOTS when transacting learning objectives from the curriculum must be ensured [20].…”

Section: Introductionsupporting

confidence: 83%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

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Section: Introductionsupporting

confidence: 83%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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“…Mathematical problem solving in class puts more emphasis on its result rather than the process of reasoning by students (Sumaji et al 2020). However, reasoning is fundamental as the objective of learning mathematics (Kemendikbud, 2014;NCTM, 2000).…”

Section: Introductionmentioning

confidence: 99%

Exploring the combinatorial reasoning of high school students with reflective and impulsive cognitive style in solving problems

Aini

Juniati

Siswono

2020

Journal for the Education of Gifted Young Scientists

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Combinatorial reasoning was a basic competence that every student must have for solving mathematical problems, as it highly related to providing argumentation or strategy in solving mathematical problems. It was the process of creating complex constructs out of a set of given elements that satisfy the conditions explicitly given or inferred from the situation. Considering this issue, this study aimed to explore the combinatorial reasoning of high school students with cognitive-reflective andimpulsive styles in solving problems. More specifically, It correlated combinatorial reasoning with tempo cognitive style, since it applied time-based problem solving in which the speed of responding and the frequency of either correct or wrong answer might affect students' mental action in solving problems. This study was a qualitative research. It used High school students in eleventh grade as the research subject through matching familiar figure test. The researchers distributed a task containing several problems that had similar concept for each and then organized an interview to explore the students' combinatorial reasoning in solving the given problems. Cognitivereflective subject decided to use two strategies-formula and filling slot-for the sake of her affirmation, while cognitive-impulsive subject decided to only use one strategy-formula. The cognitive-reflective subject tended to be more accurate and careful in solving the problems. Otherwise, the cognitive-impulsive ones tended to be careless and less accurate, given that the subject decided to do spontaneous mental action. The result of this study found some similarities and differences on the combinatorial reasoning of both reflective and impulsive students. The similarities referred to their ways in explaining the notation in the formula they used and generalizing their strategies. The differences referred to the process of investigating various factors, considering any probabilities that might reveal, and evaluation.

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“…They need visualization to overcome confusions and construct understanding (Zayyadi et al 2020). Although they do not understand the characteristics of visualization (Pradana et al 2020;Purnomo et al 2020), the visualization can be used as mathematical expression communication criteria (Sumaji et al 2020). To avoid difficulties, students need intelligence called adversity quotient.…”

Section: Discussionmentioning

confidence: 99%

How are students’ reflective thinking for problem solving?

Kholid

Sa’dijah

Hidayanto

et al. 2020

Journal for the Education of Gifted Young Scientists

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Mathematics students with a reflective thinking tend to have self-confidence in solving mathematics easily. In recent years, however, there have not been the results of the researches that classify students' reflective thinking for solving non-routine questions of Analytical Geometry questions, in particular. The present research paper reveals the new classification of the students' reflective thinking for solving the problems. These are solving Analytical Geometry which can cause the students' confusion to apply their reflective thinking. The classification of the study comprises four components. It employed a descriptive-qualitative approach. The amounts of the subjects were 21 out of 140 students who used their reflective thinking for solving questions. The data collection consisted of test, observation, and in-depth interview. The data validation employed a method triangulation technique. The results of the study show there are three classification of reflective thinking, namely: assumptive, virtual, and connective. The three classifications differ in the way they deal with confusion. Meanwhile, the three classifications have similarities. The students tended to use all of the reflective thinking components although there were a few indicators that were not realized maximally. These were making a plan before solving the problems, using an efficient way, and relating among concepts. The factor is students play an inactive role or low active in reflective thinking. Moreover, they think that the most important thing is answering the questions correctly and they do not understand the purposes of the problem. Therefore, the students need to get the treatments.

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Mathematical Communication Process of Junior High School Students in Solving Problems based on APOS Theory

Cited by 14 publications

References 21 publications

The cognitive alignment of mathematics teachers’ assessments and its curriculum

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Exploring the combinatorial reasoning of high school students with reflective and impulsive cognitive style in solving problems

How are students’ reflective thinking for problem solving?

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