Mathematical Reasoning Ability Through Interpretation-construction Design Model

DOI

10.2991/incomed-17.2018.34How to use a DOI?

Keywords

contextualization; cognitive apprenticeship; reasoning; colaboration.

Abstract

the aim of this research is to examine the impact of students' ability on mathematical reasoning after they received learning treatment of Interpretation-construction design model (IC). Quasi-experimental methods were used in this study with non-equivalent pretest-posttest control group design. The population of the study involved 134 students of class X in two schools in Bogor, West Java, Indonesia, with purposive sampling as the technique of collecting data. The instrument used was descriptive question of mathematical reasoning ability covering some aspects: analysis, synthesis, conjecturing, generalization, and justify. The result of this research concluded that interpretation-construction design model impacts student mathematical reasoning ability. Reviewing from the students' answer descriptions, students' ability is still weak in the aspect synthesis and draw-conclution.

Copyright

© 2018, 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  - Rafiq Zulkarnaen
PY  - 2018/01
DA  - 2018/01
TI  - Mathematical Reasoning Ability Through Interpretation-construction Design Model
BT  - Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)
PB  - Atlantis Press
SP  - 158
EP  - 160
SN  - 2352-5398
UR  - https://doi.org/10.2991/incomed-17.2018.34
DO  - 10.2991/incomed-17.2018.34
ID  - Zulkarnaen2018/01
ER  -