Mathematical thinking styles of undergraduate students and their achievement in mathematics

Risnanosanti,

doi:10.1063/1.4995145

Cited by 3 publications

(7 citation statements)

References 6 publications

(8 reference statements)

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“…Thinking styles more accentuated on the processing of information obtained by students through a certain way [9] known by the term "Mindex Theory". The style of thinking is also an option in the usage of each individual capability in processing the information [8]. This was in line with the opinions of Zhang and Sternberg who stated that the style of thinking was how students chose to use his ability of academic performance [10].…”

Section: Introductionsupporting

confidence: 56%

“…However, they have common purpose and have a variety of different ways on the students to process information received, and use the capabilities to process it [7]. Learning styles more described about how students obtain information while thinking styles described how students process the information taken [8]. Thinking styles more accentuated on the processing of information obtained by students through a certain way [9] known by the term "Mindex Theory".…”

Section: Introductionmentioning

confidence: 99%

“…According to Rita Borromeo Ferri, the style of thinking is in terms of how students choose a presentation, understand, and think through the math facts and their connection with the way of imagination to internal and/or external representation [8] Written test has weaknesses in determining the accuracy of students' ability [29]. Based on observation, it can be due to the presence of students' cheating, cheating answer, troubleshooting procedures in the book, and replicate the problem resolution procedures previously exemplified.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, visual thinking styles resolved problems in mathematical modeling cycle normatively [12]. Integrated thinking styles have a flexible characteristic in the use of visual or analytical representation [8].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Analysis of Mathematical Thinking Styles through Oral Test for Proving Curvature Theorem

Ummah¹

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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The objective of the research was to analyze mathematical thinking style through the oral test to prove the theorem of the curvature. Mathematical thinking style was divided into three: visual thinking styles, analytical thinking styles, and integrated thinking style. The research method used was descriptive using qualitative data. The data were collected through oral test using the recording of interview. Students who have a visual thinking could explain the proof of theorem graphically. Students who have an analytical thinking style used the mathematics symbol to prove the theorem. Students with integrated thinking style could prove a theorem not only draw the proof graphically but also explained the proof orally.

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Section: Introductionsupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of Mathematical Thinking Styles through Oral Test for Proving Curvature Theorem

Ummah¹

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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“…Seseorang dengan kemampuan berpikir kreatif yang tinggi mampu memberikan jawaban yang lebih beragam atau memberikan banyak kemungkinan jawaban untuk suatu permasalahan. Artinya, untuk mendorong seseorang agar dapat berpikir kreatif diperlukan suatu masalah yang disajikan dalam berbagai bentuk dan memiliki jawaban yang beragam (Risnanosanti, 2011) Dalam tahap analisis akan ditentukan materi apa saja yang akan dibuatkan pada Lembar Kerja Siswa (LKS) serta tujuan dari pembelajaran tersebut. Peneliti telah melakukan analisis siswa yang akan melakukan observasi pada siswa, siswa sudah pernah mempelajari materi mengenai bangun ruang sisi lengkung pada sub pokok tabung, sehingga banyak konsep-konsep mengenai tabung yang telah diketahui siswa.…”

Section: Pendahuluanunclassified

Deskripsi Kemampuan Berpikir Kreatif Matematis Siswa Melalui Lembar Kerja Siswa Berbasis Pendekatan Open-Ended

Adevsa

Riwayati²

2022

Math-UMB.EDU

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Penelitian ini bertujuan untuk memaparkan Lembar Kerja Siswa dengan pendekatan open-ended untuk menciptakan kemampuan berpikir kreatif matematis siswa SMA pada materi tabung. Penelitian ini dilaksanakan di SMA Negeri 6 Kota Bengkulu pada semester genap tahun ajaran 2021/2022. Penelitian ini adalah penelitian pengembangan menggunakan model pengembangan 4-D (Define, Design, Development, and Dissemination). Lembar Kerja Siswa divalidasi oleh 3 validator, data validasi diambil dengan angket penilaian validasi. Lembar Kerja Siswa diuji coba terbatas kepada 10 orang siswa kelas X SMA Negeri 6 Kota Bengkulu untuk memperoleh kepraktisan. Data diperoleh dengan angket kepraktisan. Hasil analisis menunjukan bahwa kemampuan berfikir kreatif matematis siswa dengan nilai kepraktisan lembar kerja siswa rata rata 4,18 berada pada kategori praktis dan hasil analisis validasi yang dihasilkan telah valid melalui validator kemudian dilakukan uji coba terbatas. Kata Kunci: Berpikir Kreatif, Lembar Kerja Siswa, Open-Ended.

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Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics

Perez,

Andrade

2023

IJSTEM

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Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 students in a national high school in the Philippines. In order to compare the differences between the critical thinking skills and creativity of sixty respondents in mathematics depending on their thinking styles—inchworm and grasshopper—a comparative descriptive research design was used in the study. The results showed a significant difference in the critical thinking skills in mathematics as to interpreting information component only of critical thinking skills. Furthermore, thinking style is not a determinant in students’ mathematical creativity due to non-existence of significant difference. The study recommends that teachers consider students’ thinking styles when developing instructional materials and strategizing their instruction because this helps students interpret information and decide whether the evidence and conclusions obtained from mathematical problems can be generalized. To confirm the study’s conclusions, a similar study with a high number of respondents for each thinking style is recommended.

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Mathematical thinking styles of undergraduate students and their achievement in mathematics

Cited by 3 publications

References 6 publications

Analysis of Mathematical Thinking Styles through Oral Test for Proving Curvature Theorem

Analysis of Mathematical Thinking Styles through Oral Test for Proving Curvature Theorem

Deskripsi Kemampuan Berpikir Kreatif Matematis Siswa Melalui Lembar Kerja Siswa Berbasis Pendekatan Open-Ended

Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics

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