Strategies to Provide Scaffolding when Teaching Mathematical Reasoning

Basir, Mochamad Abdul; Wijayanti, Dyana

doi:10.4108/eai.27-8-2020.2303266

Cited by 5 publications

(12 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Scaffolding was performed on S2 (in tasks 2 and 3) in the form of reviewing by requesting S2 rethink that statement proved or strategies used. Similar to the previous research that scaffolding has characteristics in verifying and clarifying students' understanding, by asking what the meaning of the problem and what are the students have to do (Basir & Wijayanti, 2020;Gusmiyanti et al, 2018;Pol et al, 2019). After S2 was able to realize the errors then scaffolding continued to level 3 (L3); that is a discussion about improving working steps (A') carried by S2 and a discussion of the reasonings why do or do not a certain step.…”

Section: Red Flagmentioning

confidence: 87%

“…After S2 was able to realize the errors then scaffolding continued to level 3 (L3); that is a discussion about improving working steps (A') carried by S2 and a discussion of the reasonings why do or do not a certain step. This is the final step of scaffolding by conducting asks and answers to explore the difficulties experienced by students and lead to the correct answer (Basir & Wijayanti, 2020). One example of scaffolding and the improved proof was provided by S2 in Figure 7…”

Section: Red Flagmentioning

confidence: 99%

“…We can connect to term contextualization, draws new knowledge closer by creating a new intermediate level of representation to connect the concepts introduced with others that students build direct experience (Basir & Wijayanti, 2020). Scaffolding for S3 was done in reviewing by asking to evaluate whether the final solutions are appropriate.…”

Section: S2: Yes Using Contradiction Let Me Redo It Again Please If I Am Not Mistaken… (Writing)mentioning

confidence: 99%

“…A cooperative effort by someone who has more knowledge with learners to solve problems and the learners will be able to complete their works by providing support, namely scaffolding (Pol et al, 2019;Reiser, 2004;Van Der Stuyf, 2002;Wright, 2018). This support facilitates the learners to rebuild the prior knowledge and acquiring new information then they succeed to outgrow their problem-solving difficulties (Basir & Wijayanti, 2020;Margulieux & Catrambone, 2017;Reiser, 2004). Scaffolding refers to the process by which the support provided to learners is gradually reduced to counter the side effects of excessive problem-solving complexity (Anghileri, 2006;Kilic, 2018;Könings et al, 2019;Salem, 2019;Shvarts & Bakker, 2019;Wood et al, 1976;Zackariasson, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Metacognitive failure in constructing proof and how to scaffold it

Wulan

Subanji

Muksar

2021

ajpm

View full text Add to dashboard Cite

This research aims to describe the students’ metacognitive failure in constructing proof and the scaffolding support. The participants of this qualitative case study were eight preservice mathematics teachers of six-semester, State University of Malang. We carried out a test about proof construction problems in Abstract Algebra. Then we verified the data using triangulation of constant comparative method from a test and a task-based interview with the stimulated recall. The results indicated two groups of students in proving strategy. Group I performed “appropriate” syntactic strategy and Group II vice versa. Blindness was experienced by the subject that does not recognize errors detection or the ambiguity of the proof. Mirage occurred when the subject recognizes an error detection on the proper strategy or application of a theorem, then is unable to verify the truth of his work. Misdirection appeared when the subject recognizes a lack of progress, then uses an incomplete or irrelevant concept. Vandalism emerged with no progress or detection of errors of the strategy then the subject performs some irrelevant steps to the issue or uses a misconception. Practically, the teachers can use these results for learning innovations in scaffolding-based proof courses. The scaffolding might need some development and application in supporting students to overcome difficulty in proving mathematical sentences.

show abstract

Section: Red Flagmentioning

confidence: 87%

Section: Red Flagmentioning

confidence: 99%

Section: S2: Yes Using Contradiction Let Me Redo It Again Please If I Am Not Mistaken… (Writing)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Metacognitive failure in constructing proof and how to scaffold it

Wulan

Subanji

Muksar

2021

ajpm

View full text Add to dashboard Cite

show abstract

“…Bantuan yang diberikan kepada siswa kemudian siswa tersebut mengurangi bantuan tersebut dan memberikan kesempatan kepada siswa untuk mengambil alih tanggung jawab setelah siswa dapat melakukannya sendiri dinamakan scaffolding (Kusmaryono, 2018). Scaffolding secara efektif dapat diberikan dalam pembelajaran matematika melalui tiga tingkatan, antara lain pemberian stimulus masalah, penjelasan masalah, dan dialog tanya jawab (M. Basir & Wijayanti, 2020). Dengan demikian dukungan scaffolding diharapkan dapat mendukung siswa dalam meningkatkan sikap kemandirian belajar untuk mencapai keberhasilan belajar, mengembangkan struktur kognitif yang akan membekali siswa untuk belajar mandiri (Kusumadewi et al, 2019), dan mengarahkan konjektur siswa dalam menyelesaikan masalah matematis (Maharani & Subanji, 2018), Bantuan scaffolding dapat diberikan sesuai dengan kebutuhan siswa secara bertahap dan tingkat perkembangan kognitif siswa.…”

unclassified

Pendampingan Pemanfaatan Geogebra Dalam Mengeksplorasi Karakteristik Grafik Fungsi Kuadrat Sebagai Upaya Meningkatkan Kemandirian Belajar

et al. 2021

View full text Add to dashboard Cite

GeoGebra provides many facilities that can help teachers in geometry animation and manipulation so that it can be used as a means of visualization and construction in finding mathematical concepts. Utilization of the GeoGebra program can provide students with a visual experience in exploring graphs of quadratic functions in mathematics learning. The use of GeoGebra software is not easy, for that we need assistance and guidance activities from experts that are packaged in the form of community service activities. Mentoring activities are carried out online for students of SMA Negeri 1 Pegandon, Kendal, Central Java, through the Zoom Meeting application. The first session is an introduction to GeoGebra and the slider tool in the GeoGebra application. The second session is an exploration of the graph characteristics of a quadratic function by manipulating GeoGebra. The results of the self-regulated learning response questionnaire show that 75% of students have the initiative to learn, 71.55% of students can diagnose learning needs, 75.86% of students can set learning targets, 71,55% of students view difficulties as challenges, 69.83% of students utilize relevant reference sources, 73.71% of students can set learning strategies, 74.14% of students can evaluate learning processes and outcomes, and 78.02% of students have the good self-concept. Through GeoGebra mentoring service activities, students can be motivated to solve quadratic function graph problems and increase learning independence.GeoGebra banyak memberikan fasilitas yang dapat membantu guru dalam animasi geometri dan manipulasi sehingga dapat dijadikan sebagai sarana visualisasi dan mengkonstruksi dalam menemukan konsep matematis. Pemanfaatan program GeoGebra dapat memberikan pengalaman kepada siswa dalam mengeksplorasi grafik fungsi kuadrat pada pembelajaran matematika. Penggunaan software GeoGebra yang tidak mudah sehingga membutuhkan kegiatan pendampingan dan bimbingan dari ahli. Kegiatan pendampingan dilakukan secara online terhadap siswa SMA Negeri 1 Pegandon kabupaten Kendal Jawa Tengah melalui aplikasi zoom meeting. Sesi pertama kegiatan pengabdian adalah pengenalan GeoGebra dan tool slider pada aplikasi GeoGebra dan pada sesi kedua berupa eksplorasi karakteristik grafik fungsi kuadrat dengan memanipulasi GeoGebra. Hasil angket kemandirian belajar menunjukkan bahwa 75% siswa mempunyai inisiatif belajar, 71,55% siswa dapat mendiagnosa kebutuhan belajar, 75,86% siswa dapat menetapkan target belajar, 71,55% siswa beranggapan kesulitan bagian dari tantangan, 69,83% siswa memilih sumber referensi, 73,71% siswa dapat menetapkan strategi belajar, 74,14% siswa dapat melakukan evaluasi hasil belajar, dan 78,02% siswa memiliki self-concept yang baik. Melalui program pengabdian pendampingan geogebra dapat menjadikan siswa termotivasi untuk menyelesaikan masalah grafik fungsi kuadrat dan meningkatkan kemandirian belajar

show abstract

Development and use of Test Instruments to measure Algebraic Reasoning Based on Cognitive Systems in Marzano’s Taxonomy

Abdul¹,

Waluya²,

Dwijanto³

et al. 2021

EUR J MATH SCI ED

View full text Add to dashboard Cite

<p style="text-align: justify;">Algebraic reasoning involves representation, generalization, formalization of patterns and order in all aspects of mathematics. Hence, the focus of algebraic reasoning is on patterns, functions, and the ability to analyze situations with the help of symbols. The purpose of this study was to develop a test instrument to measure students' algebraic reasoning abilities based on cognitive systems in Marzano's taxonomy. The cognitive system in Marzano's taxonomy consists of four levels, including retrieval, comprehension, analysis, and knowledge utilization. According to the stage of cognitive development, students are at the level of knowledge utilization. At this level, students can make decisions, solve problems, generates and test hypotheses, as well as carry out investigations that are in line with indicators of algebraic reasoning abilities. The stages in developing the test instrument were based on three phases: preliminary investigation phase, prototyping phase, and assessment phase. The study obtains a set of valid and reliable algebraic reasoning test instruments for students based on the cognitive system in Marzano's taxonomy. Through the development of an algebraic reasoning test instrument based on Marzano's taxonomy, students can build' thinking habits so that active learning exercises occurs.</p>

show abstract

Strategies to Provide Scaffolding when Teaching Mathematical Reasoning

Cited by 5 publications

References 10 publications

Metacognitive failure in constructing proof and how to scaffold it

Metacognitive failure in constructing proof and how to scaffold it

Pendampingan Pemanfaatan Geogebra Dalam Mengeksplorasi Karakteristik Grafik Fungsi Kuadrat Sebagai Upaya Meningkatkan Kemandirian Belajar

Development and use of Test Instruments to measure Algebraic Reasoning Based on Cognitive Systems in Marzano’s Taxonomy

Contact Info

Product

Resources

About