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The Role of Students’ Quantitative Reasoning in Solving Mathematical Problems Based on Cognitive Style

Vygotsky: Jurnal Pendidikan Matematika dan Matematika

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Title The Role of Students’ Quantitative Reasoning in Solving Mathematical Problems Based on Cognitive Style
 
Creator Muzaini, Muhammad
Hasbi, Muhammad
Nasrun, Nasrun
 
Subject Mathematics Education
Cognitive Style; Quantitative Reasoning; Mathematical Problems Solving
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Description The emphasis of this research was how quantitative reasoning played an active role based on the cognitive style in addressing mathematical problem issues in middle school students. Participants in this study were students of a public middle-school, South Sulawesi, Indonesia. The findings revealed that Field-Independent students may define a problem or circumstance that solves the problem at hand, pick the relation between the quantities, and make quantity and relation-centered calculations. Second, Field-Dependent students use quantitative reasoning to consider the problem context, concentrate on the problem context quantity, deduce the relationship between quantities in the plans produced. The findings of this study are important for developing effective quantitative reasoning as input material for teachers
 
Publisher Universitas Islam Lamongan
 
Contributor —
 
Date 2021-08-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artikel yang dipeer-review
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Format application/pdf
 
Identifier http://jurnalpendidikan.unisla.ac.id/index.php/VoJ/article/view/380
10.30736/voj.v3i2.380
 
Source Vygotsky: Jurnal Pendidikan Matematika dan Matematika; Vol 3, No 2 (2021): Vygotsky: Jurnal Pendidikan Matematika dan Matematika; 87-98
Vygotsky : Jurnal Pendidikan Matematika dan Matematika; Vol 3, No 2 (2021): Vygotsky: Jurnal Pendidikan Matematika dan Matematika; 87-98
2656-5846
2656-2286
10.30736/voj.v3i2
 
Language eng
 
Relation http://jurnalpendidikan.unisla.ac.id/index.php/VoJ/article/view/380/315
 
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Rights ##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-sa/4.0