The Structure of Teacher Discourse According to the Type of Mathematical Problem Transformation and the Subject of Transformation

This research is intended to describe students' procedural errors in solving problems derivative of algebraic functions and efforts to overcome these errors by using the defragmentation process. Error analysis is carried out based on the procedural error theory based on Elbrink which includes the following aspects of errors: 1) Mis-identification; 2) Mis-generalization; 3) Repair Theory; and 4) Overspecialization. The subjects in this study are students of class XII MIPA Islamic State Senior High School (MAN) 3 Tulungagung taken from snowball random sampling. In taking the subject, the researchers select one of the students who make procedural errors by considering the completeness of the students when solving the given problems based on the problem-solving phase according to Polya. Based on the results of this study, it is found that the procedural errors made by the students are repair theory errors and overspecialization. The defragmenting process to correct these errors is intended to provide dis-equilibration and scaffolding. The results after the defragmenting process are the students can correct their mistakes and the structure of their thinking.Keywords: Defragmenting structure thinking; derivative algebraic functions; problem solving; procedural errors. AbstrakPenelitian ini bertujuan untuk menggambarkan kesalahan prosedural siswa dalam menyelesaikan masalah turunan fungsi aljabar dan upaya untuk mengatasi kesalahan tersebut dengan menggunakan proses defragmenting. Analisis kesalahan dilakukan berdasarkan konsep teori kesalahan prosedural menurut Elbrink yang mencakup aspek kesalahan sebagai berikut: Mis-identificstion; 2) Mis-generalization; 3) Repair Theory; dan 4) Overspecialization. Subjek dalam penelitian ini adalah siswa kelas XII MIPA MAN 3 Tulungagung yang diambil secara snowball random sampling. Dalam pengambilan subjek dipilih salah satu siswa yang melakukan kesalahan prosedural dengan mempertimbangkan kelengkapan siswa ketika menyelesaikan masalah yang diberikan berdasarkan tahap pemecahan masalah menurut Polya. Dari hasil penelitian ini ditemukan bahwa kesalahan prosedural yang dilakukan siswa ialah kesalahan repair theory dan overspecialization. Proses defragmenting yang dilakukan untuk memperbaiki kesalahan tersebut ialah dengan memberikan dissequillibrasi dan scaffolding. Hasil yang diperoleh setelah proses defragmenting dilakukan ialah siswa mampu memperbaiki kesalahannya dan struktur berpikirnya.Kata kunci: Defragmenting struktur berpikir, kesalahan prosedural, pemecahan masalah, turunan fungsi aljabar.

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Phyllotaxis: a reappraisal

Canadian Journal of Botany ◽

10.1139/b89-389 ◽

1989 ◽

Vol 67 (10) ◽

pp. 3103-3107 ◽

Cited By ~ 3

Author(s):

Roger V. Jean

Keyword(s):

Present Article ◽

Mathematical Problem ◽

Mathematical Approach ◽

Fundamental Causes ◽

Organizational Problem ◽

The Subject ◽

Biological Problem

The field of research known as pyllotaxis has been the object of intense studies in the last 15 years. The present article proposes a reflection on the subject and on the objectives of this discipline and places it in a broader perspective. It stresses the necessity of a systemic and synergetic approach. The "biological problem" of phyllotaxis is redefined in the light of the fact that patterns identical to phyllotactic patterns are found in other areas of research. It is underlined that this organizational problem is fundamentally a "mathematical problem," the mathematical approach being able indeed to reach the explanatory level and the fundamental causes as well. To replace the narrow term phyllotaxis, the logo PPM, for primordial pattern morphogenesis and pyramidal pattern modelling, is proposed to underline the synergy of biological and mathematical approaches.

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MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DENGAN PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION

INSPIRATIF : JURNAL PENDIDIKAN MATEMATIKA ◽

10.24114/jpmi.v1i1.8913 ◽

2015 ◽

Vol 1 (1) ◽

Author(s):

Damayanti Kusuma Wardhani ◽

Wamington . Rajagukguk

Keyword(s):

Action Research ◽

Problem Solving ◽

Cooperative Learning ◽

Test Problem ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

Ability Test ◽

The Subject ◽

Student Team

AbstractThis study aims to improve students' problem-solving abilities with STAD cooperative learning model on the subject of integers class VII SMP Negeri 3 Galang. This type of research is a classroom action research. The subjects were students of class VII-1 SMP Negeri 3 Assemble TA2014/2015 which amounted to28 students. The object of this study is an effort to improve the ability of mathematical problem solving through cooperative learning model Student Team Achievement Division(STAD) on the subject of Integer. The research instrument used is the observation and mathematical problem solving ability test. From the results of problem solving ability test, the data obtained were 9 students (32.14%), which reached the criteria of problem-solving abilities. After being given the treatment by applying the learning model STAD (first cycle), it is provided TKPMI .From the TKPMI data showed that as many as16students(57.14%) of the28students(2.74 value) that reaches criteria problem-solving abilities. This shows that in the first cycle of mathematical problem solving ability of students as a whole h as not reached 85%, the continued action on the second cycle. From the results TKPMII data showed that as many as 24 students (85.71%) of the 28 students (3.15 value) that reaches criteria problem-solving abilities. This shows that the mathematical problem solving ability of students as a whole has reached 85%, then the action is stopped. Based on t he above results, it can be concluded that by applying STAD cooperative learning model can improve students' mathematical problem solving ability on the subject of integers in class VII SMP Negeri 3Galang.Keywords: STAD, improve, test, problem, solving

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Analisis Kemampuan Pemecahan Masalah Matematis Siswa Berdasarkan Disposisi Matematis

AlphaMath : Journal of Mathematics Education ◽

10.30595/alphamath.v7i1.9936 ◽

2021 ◽

Vol 7 (1) ◽

pp. 49

Author(s):

Uuf Muflihatusubriyah ◽

Rukmono Budi Utomo ◽

Nisvu Nanda Saputra

Keyword(s):

Middle School ◽

Problem Solving ◽

Mathematical Problem ◽

Data Sources ◽

Mathematical Problem Solving ◽

Research Subjects ◽

Class Viii ◽

The Subject ◽

Mathematical Dispositions ◽

Descriptive Qualitative

This study aims to describe students' mathematical problem-solving abilities based on mathematical dispositions at Riyadlul Mukhlishien Middle School. This type of research used in this research is descriptive qualitative. The research subjects used were 21 students of class VIII A. The data sources of this research are in the form of questionnaires, test descriptions and interviews. The results of the questionnaire were used to classify the level of students' mathematical dispositions. After that, two students from each category of mathematical disposition were selected to be the subject of tests and interviews. The results of tests and interviews of mathematical problem-solving abilities were analyzed based on the mathematical disposition of the students. The results of this study indicate that the mathematical disposition of SMP Riyadlul Mukhlishien students is divided into three categories, high, medium and low. Students who have mathematical problem-solving abilities in the high mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities well and write them down completely. Students who have mathematical problem-solving abilities in the moderate mathematical disposition category are able to meet the indicators of mathematical problem-solving abilities but do not write them down completely. Students who have mathematical problem-solving abilities in the low mathematical disposition category are less able to meet the indicators of mathematical problem-solving abilities because they do not write them down completely and still experience errors in calculations

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Low-Cost Videos for Learning Mathematics by Teaching

Developing Technology Mediation in Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1591-4.ch010 ◽

2020 ◽

pp. 172-189

Author(s):

Amélia Caldeira ◽

S. O. Lopes ◽

Isabel Perdigão Figueiredo ◽

Alexandra R. Costa

Keyword(s):

Teaching And Learning ◽

Low Cost ◽

Mathematical Problem ◽

Teaching Experiences ◽

Problem Resolution ◽

Learning Mathematics ◽

The Subject ◽

Retention Of Knowledge ◽

The Impact

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

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Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development

Journal für Mathematik-Didaktik ◽

10.1007/s13138-019-00150-2 ◽

2019 ◽

Vol 41 (2) ◽

pp. 357-389

Author(s):

Chris Kooloos ◽

Helma Oolbekkink-Marchand ◽

Rainer Kaenders ◽

Gert Heckman

Keyword(s):

Classroom Discourse ◽

Teaching Practice ◽

Mathematical Problem ◽

Video Recordings ◽

Teacher’S Role ◽

Solution Methods ◽

Incorrect Solution ◽

The Subject ◽

Teacher's Role

AbstractDeveloping and orchestrating classroom discourse about students’ different solution methods is an essential yet complex task for mathematics teachers. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. Four lessons in analytic geometry were developed iteratively, in collaboration with the teacher. The lessons consisted of students working on a mathematical problem plus classroom discourse concerning students’ different solution methods. Classroom discourse video recordings were collected and analyzed in order to develop a framework to characterize the teacher’s actions, and to describe the change in the teacher’s role in classroom discourse. The results reveal three main changes in the teacher’s role: First, the way the teacher reacted to correct or incorrect solution methods shifted from confirming or setting aside suggestions, toward making the solution methods the subject of discussion; second, the distribution of turns changed such that more students were involved in the discourse and in reacting to each other’s solution methods; third, the teacher’s actions shifted from convergent, teacher-led actions toward divergent, student-led actions. These results show that within four lessons, an important step has been taken toward establishing a discourse community.

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Kesalahan Siswa yang Mengalami Split Attention dalam Menyelesaikan Masalah SPLDV

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i5.12474 ◽

2019 ◽

Vol 4 (5) ◽

pp. 691

Author(s):

Gita Fajrin Jafar ◽

Gatot Muhsetyo ◽

I Nengah Parta

Keyword(s):

Mathematical Problem ◽

Eighth Grade ◽

Common Error ◽

Eighth Grade Students ◽

The Subject ◽

Student Errors ◽

Split Attention ◽

Procedure Error ◽

Research Show

Abstract: The purpose of this research is to describe student errors that experience split attention in solving SPLDV problems. The subject of this study were two eighth grade students in SMP Muhammadiyah 2 Malang who experienced split attention. The instrument used in this research was a mathematical problem consisting of one SPLDV problem. The results of this research show that students who experienced split attention made factual errors and procedural errors in solving SPLDV problems. Factual errors made by students is that they cannot define the x and y variables they have made. Procedural errors is not being able to determine the resolution steps for the SPLDV problem. In addition, students also cannot use the addition operation correctly. The most common error is procedure error.Abstrak: Tujuan penelitian ini adalah mendeskripsikan kesalahan siswa yang mengalami split attention dalam menyelesaikan masalah SPLDV. Subjek penelitian ini adalah dua siswa kelas VIII SMP Muhammadiyah 2 Malang yang mengalami split attention. Instrumen yang digunakan dalam penelitian ini adalah masalah matematika yang terdiri dari satu soal SPLDV. Hasil penelitian menunjukkan bahwa siswa yang mengalami split attention melakukan kesalahan fakta dan kesalahan prosedur dalam menyelesaikan masalah yang SPLDV. Kesalahan fakta yang dilakukan siswa adalah tidak dapat mendefinisikan variabel x dan y yang telah dibuatnya. Kesalahan prosedur yang dilakukan adalah tidak dapat menentukan langkah-langkah penyelesaian untuk masalah SPLDV. Selain itu, siswa juga tidak dapat menggunakan operasi penjumlahan dengan tepat. Kesalahan yang paling banyak dilakukan adalah kesalahan prosedur.

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Profile of Students’ Mathematical Creative Thinking Ability in Solving Mathematical Problem

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v11i1.7810 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Putri Daiana ◽

Surahmat Surahmat ◽

Abdul Halim Fathani

Keyword(s):

Learning Outcomes ◽

Creative Thinking ◽

Mathematical Problem ◽

Thinking Ability ◽

Mathematical Problems ◽

The Subject ◽

Data Collection Technique ◽

Important Position ◽

Written Test ◽

Creative Thinking Ability

Mathematical creative thinking ability has an important position in solving mathematical problems so this study was aimed to describe the diversity of students' creative thinking abilities. It is in accordance with the fact in the field that was indicated by the score of two of the students which were over 70. So that it has an impact on the learning outcomes of students that are not optimal yet. And the objective of the research was to determine the profile of students’ mathematical creative thinking ability in solving mathematical problem. This research used descriptive qualitative research design.The data collection technique was in the form of a written test. Based on the results of the analysis, it can be concluded that: (1) MAS subject was included in the very creative category (TKBK 4) which the subject was able to meet all indicators, namely fluency, flexibility and novelty; (2) the MAPS subject was included in the creative category (TKBK 3) in which the subject was able to meet two indicators, namely fluency and flexibility; (3) ASA subjects fell into the fairly creative category (TKBK 2) in which the subject was able to meet one indicator, namely flexibility; (4) the FNA subject was included in the less creative category (TKBK 1) in which the subject only met the indicators of fluency; (5) ANS subject was included in the uncreative category (TKBK 0) in which the subject is not able to meet all indicators, namely fluency, flexibility and novelty.

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Creative Thinking Ability In Mathematics Problem Solving Reviewed by The Personality Type of Senior High School Students In Makassar City

Jurnal Daya Matematis ◽

10.26858/jdm.v9i2.22327 ◽

2021 ◽

Vol 9 (2) ◽

Author(s):

Ahmad Talib

Keyword(s):

High School Students ◽

Problem Solving ◽

Creative Thinking ◽

Mathematical Problem ◽

Personality Type ◽

Research Subjects ◽

School Students ◽

School Year ◽

Mathematical Problems ◽

The Subject

This research is a qualitative research with descriptive method. This study aims to describe the ability to think creatively based on the type of student personality, the type of choleric personality in solving mathematical problems. The research subjects were students in the odd semester of class XII IPA 1 SMA Negeri 22 Makassar, the 2019/2020 school year. This subject was chosen by giving a personality questionnaire to students. The data was collected using a mathematical problem solving test instrument on the number sequence material and interviews. The validity of the data was checked by using the triangulation method. The results showed: Students with choleric personality in solving mathematical problems. In question number 1, the subject had difficulty in finding the formula for the nth term. But the subject kept trying and the spirit of trying until finally found the correct formula for the nth term. The subject of the choleric personality type is also said to be able to fulfill the three indicators of creative thinking, namely fluency, flexibility, and novelty. In question number 2, the subject had difficulty finding many ways to solve the problem and only met one indicator of creative thinking, namely fluency.

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PENGEMBANGAN MODUL MATEMATIKA BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA

EKSAKTA Jurnal Penelitian dan Pembelajaran MIPA ◽

10.31604/eksakta.v4i1.41-48 ◽

2019 ◽

Vol 4 (1) ◽

pp. 41

Author(s):

Masdelima Azizah Sormin ◽

Nursahara Nurasahara

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Development Model ◽

Mathematical Problem Solving ◽

Development Research ◽

Ability Test ◽

Problem Solving Skills ◽

Development Problem ◽

Validity Criteria ◽

The Subject

This research is a development research using a modification between the 4-D development model developed by Thiagarajan. The stages of this research are define, design, develop and disseminate . The development of problem-based mathematical modules at the disseminate (dissemination) was carried out in a limited manner in schools that are the subject of research. The subjects in this study were class X students of SMA Negeri 4Padangsidimpuan. From the results of the development test: (1) problem-based mathematics modules fulfiill validity criteria with valid predicates, (2) the problem-based mathematics modules was practical based on revised and interview results from the expert teams, and (3) this problem-based mathematics modules was effective to used based on observations the time ideal of percentage achievemen , the results of the mathematical problem solving ability test fulfill classical completeness, that was 80% of the test subjects, and (4) the improvement of students' mathematical problem solving skills by using the module from test I to trial II and fulfill the classical completeness. Keywords: Development, Problem Based Mathematics Module, Mathematical ProblemSolving Ability

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