scholarly journals Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability

2021 ◽  
Author(s):  
Kreshnik Nasi Begolli ◽  
Ting Dai ◽  
Kelly M. McGinn ◽  
Julie L. Booth
Keyword(s):  
Empirical Evidence ◽  
Prior Knowledge ◽  
Treatment Condition ◽  
Probabilistic Reasoning ◽  
Proportional Reasoning ◽  
Minority Status ◽  
Regular Classrooms ◽  
Probabilistic Knowledge ◽  
Reasoning Skills ◽  
Reasoning Skill

AbstractProportional reasoning failures seem to constitute most errors in probabilistic reasoning, yet there is little empirical evidence about its role for attaining probabilistic knowledge and how to effectively intervene with students who have less proportional reasoning skills. We examined the contributions of students' proportional reasoning skill and example-based practice when learning about probabilities from a reformed seventh grade curriculum. Teachers in their regular classrooms were randomly assigned to instruct with a reformed textbook (control) or a version revised to incorporate correct and incorrect example problems with prompts to explain (treatment). Students' prior knowledge in proportional reasoning skill separately predicted probabilistic knowledge at posttest, regardless of their prior knowledge in probability or minority status. Overall, students in the treatment condition improved more in their probabilistic knowledge, if they started with less proportional reasoning skills. Our findings suggest that example-based practice is beneficial for students with less prior knowledge of proportions, likely a key concept for developing probabilistic knowledge.

scholarly journals IDENTIFIKASI KEMAMPUAN PENALARAN SISWA KELAS XI DI MAN 4 BANTUL PADA SUHU DAN KALOR

EDUSAINS ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 30-37
Author(s):  
Nur Arviyanto Himawan ◽  
Jumadi Jumadi ◽  
Edy Purwanto
Keyword(s):  
High School ◽  
21St Century ◽  
Inductive Hypothesis ◽  
Senior High School ◽  
Reflective Abstraction ◽  
Reasoning Skills ◽  
Descriptive Method ◽  
Reasoning Skill

AbstractReasoning skill is essential for students to have to face the challenges of the 21st century. This study aims to determine the percentage of students' reasoning skills based on deductive hypothesis, inductive hypothesis, and reflective abstraction. This research used a descriptive method involving 26 students of Islamic Senior High School 4 Bantul. The data from tests were analyzed quantitatively, while the data from interviews were analyzed qualitatively as supporting data. The results showed that the indicators of deductive hypothesis: Aspects of explaining a fact, there are 62% of students explained the facts correctly but were incomplete and 38% of students explained the facts incorrectly; Aspects of making conclusions deductively, there are 77% of students made correct conclusions but were incomplete and 23% of students made incorrect conclusions. Based on inductive hypothesis indicators: Aspects of making conclusions inductively, all students can make conclusions, but incorrect in associating equations; Aspects of giving reasons, all students gave incorrect reasons. Based on indicators of reflective abstraction: Aspects of developing concepts, there are 50% of students who can connect concepts in a case correctly and 50% of students incorrectly connect concepts in a case. This showed that students' reasoning skill is still low. AbstrakKemampuan penalaran penting dimiliki oleh siswa untuk menghadapi tantangan abad 21. Penelitian ini bertujuan untuk mengetahui persentase kemampuan penalaran siswa berdasarkan hipotesis deduktif, hipotesis induktif dan abstraksi reflektif. Penelitian ini menggunakan metode deskriptif yang melibatkan 26 siswa MAN 4 Bantul. Data dari tes dianalisis secara kuantitatif, sedangkan data dari wawancara dianalisis secara kualitatif sebagai data pendukung. Hasil penelitian menunjukkan bahwa pada indikator hipotesis deduktif: Aspek menjelaskan fakta, terdapat 62% siswa yang menjelaskan fakta secara tepat namun kurang lengkap dan 38% siswa kurang tepat dalam menjelaskan fakta; Aspek membuat kesimpulan secara deduktif, terdapat 77% siswa membuat kesimpulan dengan tepat namun kurang lengkap dan 23% siswa membuat kesimpulan yang kurang tepat. Berdasarkan indikator hipotesis induktif: Aspek membuat kesimpulan secara induktif, semua siswa dapat membuat kesimpulan, namun tidak tepat dalam mengaitkan persamaan; Aspek memberi alasan, semua siswa memberikan alasan yang kurang tepat. Berdasarkan indikator abstraksi reflektif: Aspek pengembangan konsep, sebanyak 50% siswa mampu menghubungkan konsep dalam suatu kasus secara tepat dan 50% siswa kurang tepat dalam menghubungkan konsep pada suatu kasus. Hal ini menunjukkan kemampuan penalaran siswa masih rendah. 

STUDENTS’ PROPORTIONAL REASONING IN MATHEMATICS THROUGH COVID-19 PANDEMIC CONTEXT

2021 ◽  
Vol 10 (3) ◽  
pp. 1670
Author(s):  
Rohati Rohati ◽  
Turmudi Turmudi ◽  
Kusnandi Kusnandi
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Real World ◽  
Proportional Reasoning ◽  
Learning Activities ◽  
School Students ◽  
Reasoning Skills ◽  
Almost All

Abstract The aim of this study was to ascertain high school students' proportional reasoning in the sense of the COVID-19 pandemic. How do students' thoughts flow when confronted with problems requiring proportional reasoning? This research is a mixed study by collecting data through problem-solving questions to 253 junior high school students in Muaro Jambi, Jambi Province, Indonesia. The problem-solving activities are based on real-world scenarios and require reasoning that is proportional and pertinent to the COVID-19 pandemic context. Due to the ongoing COVID-19 pandemic, the test is administered through the Whatsapp framework. Students' responses are examined in detail to ascertain their proportional reasoning skills. The results indicate that almost all students correctly answered the first question. However, only a small percentage of students were able to answer to and make the correct argument for the second question. The findings indicated that students demonstrated a reasonable level of proportional reasoning when confronted with the COVID-19 pandemic situation. According to the findings of this report, it is important for teachers of mathematics to establish learning activities and problem-solving tasks that help students improve their proportional reasoning skills. Keywords: COVID-19; Problem Solving; Proportional Reasoning; Real-World Situations AbstrakTujuan dari penelitian ini adalah untuk menggali penalaran proporsional siswa SMA  dengan konteks pandemi COVID-19. Bagaimana alur pemikiran siswa ketika dihadapkan pada masalah yang membutuhkan penalaran proporsional? Penelitian ini merupakan penelitian campuran dengan pengumpulan data melalui pertanyaan pemecahan masalah kepada 253 siswa SMP di Muaro Jambi, Provinsi Jambi, Indonesia. Kegiatan pemecahan masalah didasarkan pada skenario dunia nyata dan membutuhkan penalaran yang proporsional dan relevan dengan konteks pandemi COVID-19. Karena pandemi COVID-19 yang sedang berlangsung, tes dikirim melalui aplikasi Whatsapp. Tanggapan siswa diperiksa secara rinci untuk memastikan kemampuan penalaran proporsional mereka. Hasilnya menunjukkan bahwa hampir semua siswa menjawab pertanyaan pertama dengan benar. Namun, hanya sebagian kecil siswa yang mampu menjawab dan membuat argumen yang benar untuk pertanyaan kedua. Hasil penelitian menunjukkan bahwa siswa memiliki alur penalaran proporsional yang cukup baik dengan menggunakan konteks kondisi pandemi COVID-19. Menurut temuan  ini, penting bagi guru matematika untuk menetapkan kegiatan pembelajaran dan tugas pemecahan masalah yang membantu siswa meningkatkan keterampilan penalaran proporsional mereka. Kata kunci: COVID-19; Pemecahan Masalah; Penalaran Proporsional; Situasi Dunia

scholarly journals Online Assessment of Scientific Reasoning Skills and Motivation to Learn Science among Grade 5 and 7 Students in Northern Namibia

2019 ◽  
Vol 9 (4) ◽  
pp. 68
Author(s):  
Linus Kambeyo ◽  
Benő Csapó
Keyword(s):  
Scientific Reasoning ◽  
Probabilistic Reasoning ◽  
Online Assessment ◽  
Motivation To Learn ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Grade 5 ◽  
Science Motivation ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This study aimed to assess students’ scientific reasoning skills using an online assessment method and explore the relationship between their reasoning skills and motivation to learn science. Research participants were 270 Grade 5 and 346 Grade 7 students in the Oshana region of Namibia. The online reasoning skills test consisted of 36 items with 16 tasks assessing conservation, proportional, correlational and probabilistic reasoning, and logical operations in a science context. The five point Likert scale Science Motivation Questionnaire II consisted of 25 items with five subscales. Tasks were developed within and delivered by the eDia platform via the Internet. The reliability of the reasoning skills test was acceptable (Cronbach’s alpha=.74), and it was very good for the Science Motivation Questionnaire (Cronbach’s alpha=.91). The reasoning skill tasks were moderately difficult for the students: M=40.56%; SD=13.47%. One-parameter Rasch analyses showed that there were few items to differentiate students at the low skill levels. Task analysis showed major obstacles in students’ reasoning skills for science learning. Students reported that they were moderately motivated to learn science. A weak correlation was found between the tested scientific reasoning skills and motivation to learn science (r=.21, p<.01). The study suggests that the basic ICT infrastructures in Namibian schools should be improved to exploit the advantages of online assessment.

scholarly journals Separating Bayesian Updating from Non-Probabilistic Reasoning: An Experimental Investigation

2016 ◽  
Vol 8 (2) ◽  
pp. 39-60 ◽  
Author(s):  
Dan Levin ◽  
James Peck ◽  
Asen Ivanov
Keyword(s):  
Experimental Investigation ◽  
Probabilistic Reasoning ◽  
Bayesian Updating ◽  
Winner's Curse ◽  
Winner’S Curse ◽  
Common Value ◽  
Dutch Auction ◽  
Price Auction ◽  
Reasoning Skills ◽  
Decision Tasks

Through a series of decision tasks involving colored cards, we provide separate measures of Bayesian updating and non-probabilistic reasoning skills. We apply these measures to (and are the first to study) a common-value Dutch auction. This format is more salient than the strategically equivalent first-price auction and silent Dutch formats in hinting that one should condition one's estimate of the value on having the highest bid. Both Bayesian updating skills and non-probabilistic reasoning skills are shown to help subjects correct for the winner's curse, as does the saliency of the active-clock Dutch format. (JEL D12, D44, D83)

Teaching Mathematics with Technology: Ratios

1988 ◽  
Vol 35 (8) ◽  
pp. 60-62
Author(s):  
Robert J. Jensen
Keyword(s):  
Model Building ◽  
Proportional Reasoning ◽  
Real Life ◽  
Meaningful Work ◽  
Teaching Mathematics ◽  
Critical Component ◽  
Measurement Systems ◽  
Map Reading ◽  
Reasoning Skills ◽  
Unit Pricing

Learning about ratios empowers children with a language and procedure for comparing relative quantities in an efficient way. Understanding ratios is also a necessary precursor to meaningful work with proportional reasoning. The fact that many adults do not reach the Piagetian level described as “formal thought” is often attributed to weaknesses in their proportional reasoning skills. Aside from justifying the study of ratios as a critical component of formal thought, the varied real-life applications for ratios (cooking, model building, map reading, converting among and between measurement systems, calculating odds, scale drawing, unit pricing, etc.) make this area particularly meaningful to students. This month's department suggests a series of ratio activities for children that make use of a computer to produce graphically collections of objects in a grid with variable dimensions.

scholarly journals From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Roberto A. Abreu-Mendoza ◽  
Linsah Coulanges ◽  
Kendell Ali ◽  
Arthur B. Powell ◽  
Miriam Rosenberg-Lee
Keyword(s):  
Building Block ◽  
Instructional Methods ◽  
Proportional Reasoning ◽  
Intervention Group ◽  
Second Graders ◽  
Control Group ◽  
Educational Challenges ◽  
Fraction Instruction ◽  
Reasoning Skills ◽  
To Receive

The persistent educational challenges that fractions pose call for developing novel instructional methods to better prepare students for fraction learning. Here, we examined the effects of a 24-session, Cuisenaire rod intervention on a building block for symbolic fraction knowledge, continuous and discrete non-symbolic proportional reasoning, in children who have yet to receive fraction instruction. Participants were 34 second-graders who attended the intervention (intervention group) and 15 children who did not participate in any sessions (control group). As attendance at the intervention sessions was irregular (median = 15.6 sessions, range = 1–24), we specifically examined the effect of the number of sessions completed on their non-symbolic proportional reasoning. Our results showed that children who attended a larger number of sessions increased their ability to compare non-symbolic continuous proportions. However, contrary to our expectations, they also decreased their ability to compare misleading discretized proportions. In contrast, children in the Control group did not show any change in their performance. These results provide further evidence on the malleability of non-symbolic continuous proportional reasoning and highlight the rigidity of counting knowledge interference on discrete proportional reasoning.

scholarly journals Keefektifan Strategi Multiple Intelligences Terhdap Keterampilan Imitating Mathematical Reasoning Siswa [The Effectiveness of Multiple Intelligences Strategies on Students' Mathematical Reasoning Imitating Skills]

2019 ◽  
Vol 8 (2) ◽  
pp. 233
Author(s):  
Mutia Handayani
Keyword(s):  
Multiple Intelligences ◽  
Mathematical Reasoning ◽  
Hypothesis Test ◽  
T Test ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Reasoning Skills ◽  
Reasoning Skill

This study aims to determine effectiveness of Multiple Intelligences (MI) strategy to the skills of imitating mathematical reasoning fourth grade students of elementari school. The research design used is quasi experimental design with form none equivalent control group design. Data analysis technique in this reasearch include independet sample t test to determine whether there is difference effect in imitating mathematical reasoning skills between the control calss and experiment class. Then, one sample t-test to determine the effectiveness of MI strategy to students’ imitating mathematical reasoning skills. Based on the result of the hypothesis test using independent sample t test, the values of treuslt is 3,351 (ttable2,032) by significance values 0,002. Next, the result of one sample t test showed the value of tresultis 7,880 (ttable 2,110) by value of significance is 0,000. Refer from the result obtained, It can be concluded 1) there are differences of students; imitating mathematical reasoning skill among the students who use the MI strategy with students who use the conventional strategy; 2) the MI strategy is effective to increase of students’ imitating mathematical reasoning skill.

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