Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song

Abstract

Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.

Motivating Active Learning in Physical Education: Critical Thinking

“…The teacher only acts as a facilitator who ensures the learning process follows the expected plan. In the end, the teacher conducts a question-and-answer session to ensure that the material received is correct and consistent with the proper concept (Kurniasih et al, 2020). Active learning aims to maximize each student's potential for achieving satisfactory learning outcomes tailored to their individual needs.…”

Theoanthropocentric: Learning Strategies for Improving Students’ Conceptual Understanding

“…Another study by Andamon and Tan (2018) stated that students' ability to understand concepts could be measured through their ability to restate information obtained in their language and relate them to other contexts. Kurniasih, Hidayah, and Asikin (2020) stated that solving daily problems is part of students' understanding of the concepts taught in the learning process. Based on the above discussion, the indicators of students' conceptual understanding in this study include their ability to, first, restate the concept learned; second, classify the object introduced; third, apply the concept in other contexts; fourth, present the information received into another perspective, and lastly, link the information received with different contexts.…”