Worked Example as a Scaffolding on Problem Posing Instruction of Parallel Lines and Transversal Learning

DOI

10.2991/assehr.k.210305.056How to use a DOI?

Keywords

Worked example, Problem posing, Parallel lines and transversal

Abstract

This study aims to review on literature of worked example function as a scaffolding on problem posing instruction, its design and instructional implications. Students should be facilitated to pose problem by relating their existed knowledge to the given information and develop their thinking further. Accordingly, problem posing as an instructional strategy aims to encourage students to generate or pose problems from the given situational information or contexts. Student should not only generate problems, but also, they have to solve the problems they made. The more complex problems that are created and solved could improve their thinking and reasoning abilities. Novice students may experience difficulty as problem posing and solving activity are strongly influenced by the presentation of information and the prior knowledge of students. In this condition, novice might need to use worked examples as context or situational information on problem posing based learning. Students can borrow and apply knowledge from worked examples to pose and solve problems effectively and efficiently. In other side, geometry topic of parallel lines and transversal could be difficult and more challenging for students as it required a lot of principles or theorems to solve at a moment. Therefore, design of problem posing instruction using worked example as a context or situation and its learning procedure on parallel lines and transversal are discussed.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ibrohim A. Kusuma
AU  - Endah Retnowati
PY  - 2021
DA  - 2021/03/08
TI  - Worked Example as a Scaffolding on Problem Posing Instruction of Parallel Lines and Transversal Learning
BT  - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)
PB  - Atlantis Press
SP  - 391
EP  - 395
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210305.056
DO  - 10.2991/assehr.k.210305.056
ID  - Kusuma2021
ER  -