Pre-service mathematics teachers’ reasoning ability in solving mathematical non-routine problem according to cognitive style

Faradillah, Ayu; Hadi, Windia; Tsurayya, Ayu

doi:10.1088/1742-6596/948/1/012006

Cited by 6 publications

(5 citation statements)

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“…The aim is to see how Indigenous students' ways of learning, culture, the environment, and even their gender, affects Indigenous Papuans' cognitive styles prevalence and the ways students capture information conveyed during the mathematics learning process. Previous studies that discovered a positive correlation between cognitive styles and mathematical achievement involved students in general (e.g., Ademola, 2015;Azlina et al, 2018;Chrysostomou et al, 2013;Faradillah et al, 2018;Pratiwi et al, 2013;Rosita, 2018;Singer et al, 2017). Thus, more similar studies involving Indigenous students' mathematics learning are required.…”

Section: Discussionmentioning

confidence: 96%

“…There is a link between students' cognitive styles and their mathematical achievement (Jantan, 2014). This positive correlation has drawn several researchers' interest to its profound impacts on more exceptional mathematical skills: creativity (Azlina et al, 2018;Singer et al, 2017), problem-solving (Ademola, 2015;Faradillah et al, 2018), mathematical communication (Pratiwi et al, 2013) and particular subject areas, such as geometry (Singer et al, 2017) and algebraic reasoning tasks (Chrysostomou et al, 2013;Rosita, 2018). These studies' findings underscored the importance of delving in more substantial depth into how cognitive styles influence mathematics learning.…”

Section: Cognitive Styles and Mathematics Learningmentioning

confidence: 95%

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Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Sianturi¹,

Suliantin²,

Fitrianti³

2022

JL4D

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This article explores the link between cognitive styles and Indigenous students’ mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the group embedded figure test and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.

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Section: Discussionmentioning

confidence: 96%

Section: Cognitive Styles and Mathematics Learningmentioning

confidence: 95%

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Sianturi¹,

Suliantin²,

Fitrianti³

2022

JL4D

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“…Within this category, several studies appear to have focused on PSTs' mathematical skills and knowledge separated from any links to teaching. For instance, links between PSTs' mathematical problem solving and their learning style (Ozgen & Alkan, 2012), critical orientation (Kurniati et al, 2019), cognitive style (Faradillah et al, 2018), or attention during group work (Cheng et al, 2011) were researched. Contreras and Martínez-Cruz (2011) explored the extent to which PSTs used their real-world knowledge in problem-solving, and Irfan et al (2019) looked into incorrect schemes triggered for some PSTs engaged in problem-solving.…”

Section: Category B: Research Focusing On Ck Beliefs and Attitudes An...mentioning

confidence: 99%

Configuring the landscape of research on problem-solving in mathematics teacher education

Ron

Christiansen²,

Skog³

2022

INT ELECT J MATH ED

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The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.

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“…Penelitian sebelumnya yang dilakukan oleh Purwaningsih, Astuti, Nugraheni, & Rizkyaningtyas (2019) bertujuan untuk menggambarkan karakteristik pemikiran intuitif siswa SMP yang memiliki gaya kognitif impulsif dan refleksif untuk memecahkan masalah objek 3D berdasarkan tahapan Polya. Faradillah, Hadi, & Tsurayya (2018)…”

Section: Pendahuluanunclassified

Analisis Metakognisi Siswa Berbasis Lesson Study for Learning Community (Lslc) Ditinjau Dari Gaya Kognitif

2020

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This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in this research is descriptive qualitative. The data collection is done by observation, tests, interviews, think aloud and documentation. The test is given to 30 students when an open class in class VII of MTs Miftahul Hidayah. Based on the test results, students are grouped into two in reviewed from reflective and impulsive cognitive styles. Three students were selected from each group to be interviewed and deepened through a think-aloud technique. The form of data analysis is classified into induction and reduction theory. The results of this research indicates that 18 students (60%) have reflective cognitive styles and 12 students (40%) have impulsive cognitive styles. Reflective cognitive style students, the scores obtained are better by using a relatively long time and can do aspects of metacognition well. While the scores obtained by impulsive cognitive style students are lower with the use of the time that is relatively faster and unable to perform aspects of metacognition well.

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Pre-service mathematics teachers’ reasoning ability in solving mathematical non-routine problem according to cognitive style

Cited by 6 publications

References 1 publication

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Configuring the landscape of research on problem-solving in mathematics teacher education

Analisis Metakognisi Siswa Berbasis Lesson Study for Learning Community (Lslc) Ditinjau Dari Gaya Kognitif

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