The Effectiveness of Inquiry-based Learning on Middle School Students’ Mathematics Reasoning Skill

This study investigated the effectiveness of inquiry-based learning (IBL) approach in ratio and proportion on the mathematics reasoning skill of seventh-grade students. The study was carried out in a seventh-grade mathematics course in a middle school located in the Central Anatolia region of Turkey during the 2016-2017 academic year. The IBL content was prepared and implemented about the ratio and proportion topics on which the reasoning skill is effective in the 7th grade curriculum. The IBL teaching implementations were conducted with 30 seventh grade students, but nine students, who represented different math achievement levels, were selected for the study’s analysis. Course video recordings, worksheets, student interviews, and diaries were used as data collection tools. The results showed that the students' predictive, explanation, generalization and justification skills emerged as indicators of reasoning skill. Students made different predictions and generalizations based on their existing knowledge and they developed solutions to problems using different strategies in IBL process. According to these findings, it was concluded that students' reasoning skill were effective during IBL. Keywords: Inquiry-Based Learning in Mathematics (IBL-M), Reasoning skill, Ratio and proportion, Middle school students

RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS

We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks – algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning – were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy.

Epistemic Inclusion and STEM

It is extremely difficult to maintain interest in an IQ-considered domain when the student is convinced of being ungifted. Hybrid scientific teaching that promotes using combined science, technology, engineering, and mathematics reasoning to resolve problems can be used jointly with epistemic inclusion (making students feel competent and encouraged to acquire and display their competence in their own manner) to arouse students' curiosity and interest. Indeed, those who are convinced of their own incompetency can excel once teachers break the scheme related to their reputation, proving to them that they are competent.

Analisis Berpikir Literasi Matematika Berdasarkan Kecerdasan Logika Matematika Siswa SMP

Based on preliminary analysis, students’ mathematics literacy thinking skills are relatively low. One of the factors that affected it is mathematics logic intelligence. This research aims to describe the students mathematics literacy thinking skills based on high, medium and low intelligence mathematics logic. This research is a inquiry study with a qualitative approach and descriptive qualitative research design and data collection techniques in the form of questionnaries and tests. The subjects in this study were three students of 8th grades of SMP Negeri 1 Sukabumi city, the type of subject taking in this study using the purposive sampling. Based on the results of the study, the students that possesses a high mathematics logic intelligence reach the three components of mathematics literacy thinking that formulate mathematical situations, applying mathematics concepts, facts, procedures, and mathematics reasoning, and interpret, applying and evaluate the results. Students who acquire mathematics logic intelligence categories are fulfilling the two components of mathematics literacy thinking namely formulating mathematical situations and applying mathematics concepts, facts, procedures and mathematics reasoning. Meanwhile, the students that possesses a low mathematics logic intelligence reach one indicator of one component of mathematics literacy thinking ability.

DESCRIPTION OF MATHEMATICS REASONING ABILITY IN SOLVING STORY QUESTIONS BASED ON COGNITIVE STYLES AND INITIAL ABILITY OF STUDENTS

This study is descriptive research which employs qualitative approach, aims at describingMathematics reasoning ability in solving story questions based on cognitive style and initial ability of students. The cognitive styles examined are Field Independent (FI) and Field Dependent(FD). Where as, initial ability of students arecategorized as high and low. The research site was at MtsN 1 Makassar City with 8 students of grade VIII as the research subjects. The research subjects represented four categories, namely (1) FI with high initial ability, (2) FI with low initial ability, (3) FD with high initial ability and (4) FD with low initial ability. Data collection techniques were conducted through interview based on mathematics reasoning ability test. The research instruments were Group Embedded Figure Test (GEFT), initial ability test, mathematics reasoning ability test, and interview guidance which were valid and reliable. The results of the study reveal that: (1) FI subjects with high initial ability has a good reasoning level in understanding the structure in solving mathematics problems, (2) FD subjects with high initial ability has minor problems in understanding the structure when solving rectangular story questions but still able to arise his reasoning ability, (3 ) FI subjects with low initial ability has reasoning ability but inaccurate in conducting solution plan, and (4) FD subjects with low initial ability has less reasoning ability so that they need guidance in solving rectangular story questions