The Argument of Mathematics

Aberdein, Andrew; Dove, Ian J.

doi:10.1007/978-94-007-6534-4

Cited by 15 publications

(4 citation statements)

References 96 publications

(125 reference statements)

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“…The main goal was to examine the theoretical foundations and practical usage of the subject. The theoretical framework was further developed by utilizing theories from not only the primary articles but also from two books (Aberdein & Dove, 2013;Mirza & Perret-Clermont, 2009).…”

Section: Step 7 and 8: Map And Appraisementioning

confidence: 99%

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Kartika,

Warmi,

Urayama

et al. 2024

JUTLP

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Interest in research on mathematical argumentation is increasing, leading to growth in the field. However, empirical research on mathematical argumentation in higher education presents challenges in organising a comprehensive overview due to its diversity and variety of underlying themes and tasks. Therefore, the aim of this study is to provide a systematic review of studies that focus on mathematical argumentation in higher education. We conducted a systematic literature review with the guiding questions: "What are the characteristics of tasks used for mathematical argumentation?" and "What themes are being explored in studies on mathematical argumentation in higher education?" The results of this review indicate a strong correlation among mathematical argumentation in higher education, mathematical proof tasks, and instructional design. Additionally, empirical studies conducted between 1995 and 2023 have identified four primary research themes encompassing student abilities, collaboration, designing and teaching, and assessment. Our analysis offers a detailed examination and appraisal of each of these themes and associated tasks, in conjunction with current trends, facilitating a more organized understanding of this multifaceted research discipline.

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Section: Step 7 and 8: Map And Appraisementioning

confidence: 99%

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Kartika,

Warmi,

Urayama

et al. 2024

JUTLP

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“…Secara umum, argumentasi harus dipahami sebagai aktivitas metacommunicative yang berarti sesuatu yang dapat menghasilkan ketika keyakianan akan tindakan sehari-hari diragukan. Oleh karena itulah konsep argumentasi ini sangat tepat digunakan untuk menjelaskan aspek-aspek spesifik dari aktivitas sehari-hari (Aberdein & Dove, 2013). Dalam kasus matematika, sifat argumentatif ini dapat kita jumpai pada proses pemecahan masalah serta dalam mengikuti metode penalaran untuk mencapai sebuah solusi tertentu.…”

Section: Lembar Kerja Peserta Didik (Lkpd)unclassified

“…Melalui penyelesaian masalah kontekstual ini, peserta didik akan dapat memunculkan indikator kemampuan argumentasi data, warrant, backing dan claim. Pernyataan ini senada dengan pernyatan yang menyatakan bahwa konsep argumentasi ini sangat tepat digunakan untuk menjelaskan aspek-aspek spesifik dari aktivitas sehari-hari (Aberdein & Dove, 2013).…”

Section: Dampak Potensialunclassified

Pengembangan Lembar Kerja Peserta Didik Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Argumentasi Peserta Didik

2021

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Peserta didik kelas XI MIPA MAN 5 Batang Hari belum terlatih berargumentasi. Hal ini didasarkan oleh fakta yang didapat pada saat observasi selama proses pembelajaran bahwa hanya sedikit peserta didik yang terlihat mengajukan pendapat terkait materi. Ketika guru memberikan pertanyaan, peserta didik menjawab hanya berupa pernyataan sederhana tanpa disertai pendukung baik itu berupa bukti maupun alasan. Rendahnya pencapaian pada kemampuan berargumentasi diduga terkait dengan proses pembelajaran yang belum sepenuhnya melatihkan kemampuan-kemampuan tersebut. Salah satu inovasi dan alternatif dalam pembelajaran matematika agar kemampuan argumentasi peserta didik meningkat yaitu dengan pengembangan bahan ajar berupa Lembar Kerja Peserta Didik (LKPD). Penelitian pengembangan ini bertujuan untuk (1) mengetahui prosedur yang direkomendasikan dalam mendesain dan mengembangkan produk; (2) mengetahui kondisi yang kondusif untuk mendesain dan mengembangkan produk secara efisien; dan (3) mengetahui potensi dampak yang dapat dideskripsikan oleh produk untuk meningkatkan kemampuan argumentasi peserta didik. Model pengembangan yang digunakan adalah model ADDIE dengan tahapan Analyze, Design dan Development. Berdasarkan penelitian ini didapatkan prosedur yang direkomendasikan serta kondisi yang kondusif dalam mendesain dan mengembangkan LKPD berbasis Realistic Mathematics Education. Penerapan teori belajar dan pembelajaran serta prinsip RME sudah tertanam dengan baik pada produk dan dinyatakan valid oleh validator. Penerapan teori-teori ini memberikan dampak atau implikasi secara logis pada komponen argumentasi sehingga dapat disimpulkan bahwa lembar kerja peserta didik berbasis RME berpotensi meningkatkan kemampuan argumentasi peserta didik.

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“…Argumentation and proof are interrelated and cannot be separated. Aberdein and Dove (2013) support this by arguing that proof can be divided into two types, formal and informal, and argumentation is included in everyday evidence. Argumentations are considered proof when they meet the criteria of valid statements, correct reasoning, and representations by the related concepts (Gutiérrez et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy

Kurniawan,

Rosjanuardi,

Suhendra

2023

jel

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Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.

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The Argument of Mathematics

Cited by 15 publications

References 96 publications

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Pengembangan Lembar Kerja Peserta Didik Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Argumentasi Peserta Didik

Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy

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