Students’ use of formalisations for improved logical reasoning

Bronkhorst, Hugo; Roorda, Gerrit; Suhre, Cor; Goedhart, Martin

doi:10.1080/14794802.2021.1991463

Cited by 3 publications

(1 citation statement)

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“…Regarding the examined logical operations some researchers find that understanding quantifiers and mainly negation of quantifiers is one of the most problematic tasks (Dubinsky and Yiparaki, 2000;Ferrari, 2004;Ye and Czarnocha, 2012;Bardelle, 2013;Hazem, 2017). This is because some quantifiers have to be reformulated in a more formal language for comprehension, and students rarely encounter formal language before higher education (Mesnil, 2017), they are not familiarized with formalisations and visualizations to support logical tasks (Bronkhorst et al, 2022). Students' difficulties with the measured logical operations, and comprehension of concepts "can be related to their epistemological complexity or to their use in the classroom" (Mesnil, 2017, p. 217), to the lack of awareness of the importance of the mathematical language used in such tasks (Bardelle, 2013).…”

Section: Discussionmentioning

confidence: 99%

Basic logical operation skills and logical reasoning competences of university students in a Western region of Romania

Debrenti,

Bordás

2023

Front. Educ.

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Empirical research results show that the system of logical operations and conclusion schemes does not become complete even in adulthood. Although we know other logical models besides the classical two-valued logical reasoning model, in higher education for students it is essential to know and apply the rules of the classical reasoning model. Proofs, reasoning and refutation are necessary in the case of several subjects, as scientific language uses many of logical operations. Our 2022 end-of-year research measured general logical basic-knowledge and operations in everyday life, mathematical, physical, chemical and biological contexts based on 246 university students’ online testing. The students completed the tasks which required the correct conclusion in the highest proportion (69.02%), followed by the interpretation of ‘at most’/‘at least’ (63.41%), and at least the negation (the negation of the ‘at least’, of ‘exists’ and of ‘for all’) (29.91%). Our results show that the correct interpretation did not become dominant in the case of all logical operations for these students. The everyday life problems were solved correctly by the highest percentage of students (70.05%), followed by problems in biological, physical and mathematical context. They were least successful (28.04%) in solving logical problems related to chemistry. This shows that our data cannot be analyzed without semantic content. Based on different statistical tests, we did not find a significant difference in performance between genders, but according to the human capital theory students of more highly educated mothers performed significantly better.

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Section: Discussionmentioning

confidence: 99%

Basic logical operation skills and logical reasoning competences of university students in a Western region of Romania

Debrenti,

Bordás

2023

Front. Educ.

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Ego Depletion Hampers Logical Reasoning and Monitoring Accuracy: An Experimental Study

Hao,

Wang,

Dai

et al. 2023

The Journal of Experimental Education

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Realistic Mathematics Education Model for Logical Reasoning of Primary Students

Windari,

Amir

2024

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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Logical reasoning for primary school students is still relatively low. Meanwhile, primary school students need logical reasoning to solve problems based on reasonable facts. Realistic mathematics education (RME) model is thought to improve students' logical reasoning. The purpose of the study was to examine the effect of RME model on logical reasoning of primary school students. A quasi-experimental design with one group pretest-posttest was applied as the research design. Meanwhile, the research sample was taken in one of the public primary schools in Sidoarjo, which was randomly selected. Data analysis techniques used descriptive and inferential. The results showed a difference in the average pretest and posttest scores on logical reasoning. Meanwhile, the paired t-test result of 0.000 <0.05 provides evidence that there is indeed a substantial relationship between the application of the RME model and the improvement of logical reasoning skills of primary school students. Thus, the RME model significantly affects the logical reasoning of primary school students.

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Students’ use of formalisations for improved logical reasoning

Cited by 3 publications

References 30 publications

Basic logical operation skills and logical reasoning competences of university students in a Western region of Romania

Basic logical operation skills and logical reasoning competences of university students in a Western region of Romania

Ego Depletion Hampers Logical Reasoning and Monitoring Accuracy: An Experimental Study

Realistic Mathematics Education Model for Logical Reasoning of Primary Students

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