Reflective thinking in solving an algebra problem: a case study of field independent-prospective teacher

Agustan, S; Juniati, Dwi; Siswono, Tatag Yuli Eko

doi:10.1088/1742-6596/893/1/012002

Cited by 25 publications

(17 citation statements)

References 6 publications

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“…Used in research; writing, journal writing, reflective dialogue, group discussion, self-evaluation, and thinking aloud strategies were used alone in previous research (Agustan et al, 2016;Aldahmash et al, 2017;Guce, 2017Guce, , 2018Kohen & Kramarski, 2012;Lan, 2007;Quines, 2017;Tican & Taspinar, 2015). In this study, integrating the use of RT strategies in a structured CL environment can be seen as one of the strengths of the research.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 95%

Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Erdoğan¹

2019

EJER

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It is assumed that cooperative work and critical thinking skills will come into prominence in 2020. In this context, the aim of this study is to examine the effect of cooperative learning supported by reflective thinking activities on seventh grade students' critical thinking skills during mathematics course. Method: In this study, a quasi-experimental model with pretest-posttest control group was applied. In the experimental group, cooperative learning method supported by reflective thinking activities was applied. In the control group, mathematics teaching was carried out in accordance with the curriculum of the mathematics course. The study group was composed of 70 seventh grade students.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 95%

Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Erdoğan¹

2019

EJER

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“…Thusly, RT provides important opportunities for students to cope with mathematical problem solving. It improves students' thinking on the accuracy of problem solving too (Agustan, Juniati, & Siswono, 2016).…”

Section: Ct and Rt Skills And Important For Mathematics Educationmentioning

confidence: 99%

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers' critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.

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“…Thus, students can be sure of the answers they get by discussing with peers related to algebraic operations used in the problem solving process carried out. Therefore, students will be more confident of the solutions obtained [24].…”

Section: Knowledge Of Studentmentioning

confidence: 99%

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

Ma’rufi¹,

Ilyas²,

Salwah³

et al. 2020

ujer

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This paper presents the process and the results of the development of a mentoring model based on pedagogical content knowledge (PCK) and lesson study, called the ADD-CoRE model, which is valid, practical, and effective. This was Research and Development research. This model was developed through the collaboration between the lecturers at Mathematics Education Study Program and junior high school mathematics teachers in Palopo City. The specific goal of this study was the availability of the ADD-CoRE model syntax, supplemented by supporting tools, namely the model book and the textbook. The ADD-CoRE model development process consisted of four phases, namely the initial assessment, the design, the realization, and the testing, evaluation, and revision phase. The components included in the model were: syntax, social system, the principle of reaction, support system, instructional impact and accompaniment. Field trials were carried out three times at three junior high schools in Palopo City. The results of the development of the teacher mentoring model based on PCK and lesson study (ADD-CoRE models) met the validity criteria, as indicated by the validator assessment results. It also fulfilled the practicality criteria based on the teachers' responses, the model implementation, and the PCK teacher observation results. Besides, it satisfied the effectiveness criteria based on students' responses, students' activities in learning, and students' learning outcomes for the topic of polyhedra. The ADD-CoRE model syntax consisted of six phases, namely: (a) Analyzation, (b) Direction, (c) Demonstration, (d) Collaboration, (e) Rotation, and (f) Evaluation. This research is expected to be a mentoring model for teachers and prospective teachers to improve the quality of learning.

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Reflective thinking in solving an algebra problem: a case study of field independent-prospective teacher

Cited by 25 publications

References 6 publications

Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

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