Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch

Olsson, Jan; Granberg, Carina

doi:10.1080/10986065.2022.2105567

Cited by 17 publications

(18 citation statements)

References 42 publications

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“…In China, the mathematical model exists as a mathematical competence within the curriculum, which is responsible for providing solutions to real world problems, only using mathematics whose basis for solving these problems is creativity [25], which manages to develop problem-solving skills together with cognitive skills in group tests in which they were forced to create social networks to share information and solve the evaluations [29]. The tasks for students whose approach has creative reasoning overcome the complex versions of learning in the area of mathematics and it is much better if it is programmed because it becomes of great support for the teacher and helps to improve the quality of reasoning in the classroom [39] because there is a change of attitude and surprise in the students where they only exchange glances among them when they start to solve the mathematical problems posed with this methodology of presenting problems with each situation.…”

Section: Discussionmentioning

confidence: 99%

“…The development and collaborative contribution of creativity is in an explorative process in the full swing of artificial intelligence, where creative mathematical problem solving manages to have a great demand for research, as well as creative collaboration is of utmost importance these days [37], machine learning has support from metaheuristics to improve the quality of solving a problem [38], demonstrating that the interaction between teacher-student helps mathematical reasoning and supports student learning through questions and suggestions that leads to reasoning as a central point [39] with which it is possible to build a deep and systematic learning [40] using algebraic language connections to solve concrete problems, where the intervention in the theoretical framework is developed in an environment to achieve problem solving with the indicators (transformation, contingency, foundation and connection) [41].…”

Section: Mathematics In the Real World As Creativity (Social Professi...mentioning

confidence: 99%

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Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving

et al. 2023

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In the classrooms, teachers faced the dilemma of whether or not to use virtual environments to continue teaching, because students were able to pose and solve mathematical problems with the help of ICT. The objective is to analyze the student's perspectives when applying real situations, remote real situations and situations from the mathematical poem to solve the posing and solving of mathematical problems. The methodology is descriptive, quantitative, exploratory and observational, with a sample of 72 elementary school students. Resulting significant effects and positive acceptance of the methodology. In Conclusion students no longer used virtual environments and ICT to pose and solve mathematical problems.

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Section: Discussionmentioning

confidence: 99%

Section: Mathematics In the Real World As Creativity (Social Professi...mentioning

confidence: 99%

Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving

et al. 2023

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“…When the studies on reasoning skills are examined, it is seen that there are various studies on the development of mathematical reasoning skills and teachers' interest in directing their attention to the development of mathematical reasoning (Arnesen & Rø, 2022;Bergqvist & Lithner, 2012;Davidson, Herbert, & Bragg, 2019;Herbert & Bragg, 2021;Herbert, Vale, White & Bragg, 2022;Jäder, Sidenvall & Sumpter, 2016;Jeannotte & Kieran, 2017;Mata-Pereira & da Ponte, 2017;Mueller, Yankelewitz & Maher, 2014;Olsson & Granberg, 2022;Saleh, Prahmana, Muhammad & Murni, 2018;Xin, Chiu, Tzur, Ma, Park & Yang, 2020).…”

Section: Importance Of Research and Research Problemsmentioning

confidence: 99%

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

Öz,

Işık

2024

Participatory Educational Research

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The acquisition of mathematical reasoning skills is directly related to the opportunities gained by the students in the learning environment. The complete lack or the rarity of such situations that support mathematical reasoning in the learning environment is an obstacle to conceptual learning. Therefore, it is important to investigate the extent to which different aspects of reasoning are encountered in teachers’ presentations and to convey the reflections of those from the learning environment. The objective of this study is to examine the opportunities for mathematical reasoning skills that teachers give to their students. A holistic case study design was used in the study process as a qualitative research approach. The study was carried out with two teachers working in public schools. Unstructured observations and video recordings conducted by the researchers were used to collect data, and content and descriptive analysis analyse the obtained data. When the teachers were evaluated regarding the opportunities for mathematical reasoning they provided in their classes, it was concluded that although these constitute a variety of opportunities, they present limited opportunities that could fully support mathematical reasoning. It is thought that offering limited opportunities in the learning environment may negatively affect students’ mathematical reasoning skills.

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“…Pengembangan kemampuan tersebut diperlukan karena matematika sangat menekankan pada proses bernalar, bukan hasil percobaan atau pengamatan semata. Selain itu, penalaran adalah kunci untuk mengembangkan pemahaman matematika (Olsson & Granberg, 2022). Nurjanah (2021) dan Şen (2021) menambahkan bahwa penalaran matematis diperlukan untuk membuat kesimpulan berdasarkan logika.…”

Section: | Pendahuluanunclassified

Kemampuan Penalaran Imitatif Dan Kreatif Matematis Siswa SMP Pada Materi Persamaan Garis Lurus

Agusti

Herman

Zafirah

2023

AJPM

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Kemampuan penalaran matematis merupakan kunci untuk mengembangkan pemahaman matematis siswa. Oleh karena itu, kemampuan ini dijadikan sebagai salah satu tujuan pembelajaran matematika pada jenjang pendidikan menengah di Indonesia. Salah satu jenis penalaran matematis tersebut adalah penalaran kreatif matematis. Fakta menunjukkan bahwa siswa cenderung menggunakan penalaran imitatif daripada penalaran kreatif matematis. Oleh karena itu, penalaran kreatif siswa perlu diperhatikan guru agar mereka dapat mengkonstruksi pengetahuan dengan baik khususnya pada materi persamaan garis lurus. Penelitian ini bertujuan untuk mengungkap penalaran imitatif dan kreatif matematis siswa pada materi persamaan garis lurus. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Penelitian ini dilaksanakan di SMP Negeri 2 Mungka, Kabupaten Lima Puluh Kota, Sumatera Barat. Subjek penelitian adalah 3 (tiga) orang siswa kelas VIII yang telah mempelajari materi persamaan garis lurus dan dipilih berdasarkan pertimbangan guru. Instrumen utama pada penelitian ini adalah peneliti sendiri dan instrumen penunjang berupa soal tes kemampuan penalaran kreatif matematis serta pedoman wawancara. Berdasarkan analisis hasil penelitian, ditemukan bahwa siswa belum memiliki kemampuan penalaran kreatif yang baik. Siswa masih cenderung menggunakan penalaran imitatif bahkan belum mampu melakukan penalaran dengan tepat. Sebagai kesimpulan, kemampuan penalaran imitatif masih mendominasi dibandingkan penalaran kreatif matematis siswa pada materi persamaan garis lurus.

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Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch

Cited by 17 publications

References 42 publications

Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving

Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

Kemampuan Penalaran Imitatif Dan Kreatif Matematis Siswa SMP Pada Materi Persamaan Garis Lurus

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