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Journal articles on the topic 'Mathematical thinking'

To see the other types of publications on this topic, follow the link: Mathematical thinking.

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Moiseienko, Lidiia, and Liubov Shehda. "Dependence of Mathematical Errors on Mathematical Thinking Style." Collection of Research Papers "Problems of Modern Psychology", no. 54 (December 3, 2021): 116–36. http://dx.doi.org/10.32626/2227-6246.2021-54.116-136.

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2

Knuth, Donald E. "Algorithmic Thinking and Mathematical Thinking." American Mathematical Monthly 92, no. 3 (March 1985): 170. http://dx.doi.org/10.2307/2322871.

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3

Knuth, Donald E. "Algorithmic Thinking and Mathematical Thinking." American Mathematical Monthly 92, no. 3 (March 1985): 170–81. http://dx.doi.org/10.1080/00029890.1985.11971572.

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4

Selden, Annie, Tommy Dreyfus, In P. Nesher, and J. Kilpatrick. "Advanced Mathematical Thinking." College Mathematics Journal 22, no. 3 (May 1991): 268. http://dx.doi.org/10.2307/2686656.

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5

Griffiths, H. B., and David Tall. "Advanced Mathematical Thinking." Mathematical Gazette 79, no. 484 (March 1995): 159. http://dx.doi.org/10.2307/3620036.

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6

Manouchehri, Azita, Pingping Zhang, and Jenna Tague. "Nurturing Mathematical Thinking." Mathematics Teacher 111, no. 4 (January 2018): 300–303. http://dx.doi.org/10.5951/mathteacher.111.4.0300.

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With the publication of the National Council of Teachers of Mathematics' Curriculum Standards document in 1989, nurturing students' mathematical thinking secure a prominent place in the discourse surrounding school curriculum and instructional redesign. Although the standards document did not provide a definition for mathematical thinking, the authors highlighted processes that could support its development, including problem solving, communicating ideas, building and justifying arguments, and reasoning formally and informally about potential mathematical relationships. Less articulated were ways that mathematical thinking may be supported toward the development of proving and prooflike reasoning among students (Maher and Martino 1996).

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7

Edwards, Barbara S., Ed Dubinsky, and Michael A. McDonald. "Advanced Mathematical Thinking." Mathematical Thinking and Learning 7, no. 1 (January 2005): 15–25. http://dx.doi.org/10.1207/s15327833mtl0701_2.

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8

Turner, Julianne C., Karen Rossman Styers, and Debra G. Daggs. "Encouraging Mathematical Thinking." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 66–72. http://dx.doi.org/10.5951/mtms.3.1.0066.

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With these words, the NCTM (1989, 65) portrays a dilemma familiar to many middle-grades teachers. Although many teachers strive to involve their students in active and challenging problem-solving activities, students' past experiences may have instilled preconceptions that mathematics is mechanical, uninteresting, or unattainable. In addition, many teachers lack models and examples of how to design mathematics instruction so that it fosters students' engagement. Because the middle grades are crucial years for developing students' future interest in mathematics, middle-grades teachers must take seriously the challenge of presenting mathematics as an exciting discipline that is relevant and accessible to all students. For the past two year, we have been experimenting with approaches that will inte rest students in challenging mathematics while supporting them in constructing meaning.

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9

Belango, Manuel A. "Enhancing Students’ Mathematical Thinking through Math Journal." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5622–29. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020267.

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10

Komiljanovna, Durdona Toshpulatova, and Turdali Sultonov Muhtarovich. "Shaping Mathematical Thinking Skills In Primary Schools." American Journal of Social Science and Education Innovations 02, no. 10 (October 28, 2020): 157–60. http://dx.doi.org/10.37547/tajssei/volume02issue10-25.

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The arithmetic material forms the main content of the course. The core of the elementary course consists of arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are combined in this course.

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11

Yusrina, Siti Laiyinun, and Masriyah Masriyah. "Profil Berpikir Aljabar Siswa SMP dalam Memecahkan Masalah Matematika Kontekstual Ditinjau dari Kemampuan Matematika." MATHEdunesa 8, no. 3 (August 12, 2019): 477–84. http://dx.doi.org/10.26740/mathedunesa.v8n3.p477-484.

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Algebra is one of the important concepts in mathematics and began to be taught in class VII of junior high school. One way to find out students' thinking and reasoning abilities algebraically is to algebraic thinking. Algebraic thinking is a mental activity consisting of generalization, abstraction, dynamic thinking, modeling, analytic thinking, and organization. The means that can be used to explore students' algebraic thinking is problem solving. The problem used in this research is contextual mathematical problems. Algebraic thinking in each student in solving contextual mathematical problems varies based on the level of mathematical abilities. The purpose of this research is to describe the algebraic thinking’s profile of junior high school students in solving contextual mathematical problems based on mathematical abilities. This research uses a qualitative approach with methods of collecting data through tests and interviews. The subjects of this research were one student with high mathematical abilities, one student with medium mathematical abilities, and one student with low mathematical abilities. The results of this research indicate algebraic thinking of student with high mathematical abilities, consists of generalization, abstraction, dynamic thinking, modeling, analytic thinking, and organization. Algebraic thinking of student with medium mathematical abilities, consists of generalization, abstraction, dynamic thinking, modeling, analytic thinking, and organization. Algebraic thinking of student with low mathematical abilities, consists of generalization, dynamic thinking, and organization.Keywords: algebraic thinking, problem solving, contextual mathematical problems, mathematical abilities

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12

Harte, Sandra W., and Matthew J. Glover. "Estimation is Mathematical Thinking." Arithmetic Teacher 41, no. 2 (October 1993): 75–77. http://dx.doi.org/10.5951/at.41.2.0075.

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13

Henderson, Peter B., and Allan M. Stavely. "Programming and mathematical thinking." ACM Inroads 5, no. 1 (March 2014): 35–36. http://dx.doi.org/10.1145/2568195.2568207.

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14

Wares, Arsalan. "Mathematical thinking and origami." International Journal of Mathematical Education in Science and Technology 47, no. 1 (July 25, 2015): 155–63. http://dx.doi.org/10.1080/0020739x.2015.1070211.

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15

Henderson, Peter B., Doug Baldwin, Venu Dasigi, Marcel Dupras, Jane Fritz, David Ginat, Don Goelman, et al. "Striving for mathematical thinking." ACM SIGCSE Bulletin 33, no. 4 (December 2001): 114–24. http://dx.doi.org/10.1145/572139.572180.

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16

Breen, Sinéad, and Ann O’Shea. "Designing Mathematical Thinking Tasks." PRIMUS 29, no. 1 (July 3, 2018): 9–20. http://dx.doi.org/10.1080/10511970.2017.1396567.

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17

Bermeo Yaffar, Faridy, and Jose Manuel Luna Nemecio. "Socioformation and mathematical thinking." Política y Cultura, no. 54 (December 30, 2020): 215–33. http://dx.doi.org/10.24275/vpvw6914.

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18

Munahefi, Detalia Noriza, Kartono, Budi Waluya, and Dwijanto. "Analysis of Self-Regulated Learning at Each Level of Mathematical Creative Thinking Skill." Bolema: Boletim de Educação Matemática 36, no. 72 (April 2022): 580–601. http://dx.doi.org/10.1590/1980-4415v36n72a26.

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Abstract Most individuals do not understand creative mathematical thinking only as a cognitive factor, whereas creative mathematical thinking plays a role in affective factors. Self-regulated learning is considered an affective factor that influences mathematical creative thinking skill. The purpose of this study determines the effect of SRL on mathematical creative thinking skill and analyzes in detail the components of SRL at each level of creative mathematical thinking. This study uses an explanatory sequential combination research design. The study population was high school students at SMAN 3 Klaten. The sampling technique used in this study is simple random sampling. The research sample measured mathematical creative thinking ability ( Y ) as a dependent variable, and SRL consists of three components, namely metacognition ( X1 ), motivation ( X2 ), and behavioristic ( X3 ). At the same time, the research subject selection technique is purposive sampling. The researcher chose to divide students' mathematical creative thinking skills into three levels: high, medium, low, where in each level was selected three research subjects. SRL has a positive effect on the ability to think mathematically creative by 85.4%. Metacognitive has the strongest influence on mathematical creative thinking skills. The SRL component has a role in every aspect of creative mathematical thinking consisting of fluency, flexibility, elaboration, and originality. Therefore, for improving mathematical creative thinking skills, students should be given learning based on SRL.

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19

Purwaningsih, Dian. "The Influence Of Intensity And Habits Learning On Mathematical Critical Thinking Ability." Mathematics Education Journal 2, no. 2 (August 28, 2018): 115. http://dx.doi.org/10.22219/mej.v2i2.6496.

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The problems often faced by students in the learning process are theability to solve mathematical problems. The process of solvingmathematical problems requires thinking skills. Thinking skills needed toprovide creative ideas in solving mathematical problems include criticalthinking skills. The understanding of students in providing creative ideas isstill low and the ability of students to identify a mathematical problem isstill low. The purpose of this study was to determine the effect of learningintensity on the ability to think critically mathematically, to determine theeffect of learning habits on mathematical critical thinking skills, todetermine the effect of learning intensity and learning habits onmathematical critical thinking skills. This type of research is explanatoryresearch. The results of this study, namely there is a positive influence onlearning intensity on mathematical critical thinking skills, there is a positiveinfluence on learning habits on mathematical critical thinking skills, there isa positive influence on intensity and learning habits on mathematical criticalthinking skills.

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20

Yanty Putri Nasution, Eline, Putri Yulia, Reri Seprina Anggraini, Rahmi Putri, and Maila Sari. "Correlation between mathematical creative thinking ability and mathematical creative thinking disposition in geometry." Journal of Physics: Conference Series 1778, no. 1 (February 1, 2021): 012001. http://dx.doi.org/10.1088/1742-6596/1778/1/012001.

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21

Hidayat, D., E. Nurlaelah, and J. A. Dahlan. "Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities." Journal of Physics: Conference Series 895 (September 2017): 012087. http://dx.doi.org/10.1088/1742-6596/895/1/012087.

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22

Riyadi, Tista Imam. "Peningkatan kemampuan Berpikir Kritis Matematis dan Self-Efficacy dengan Menggunakan Pendekatan Pembelajaran Creative Problem Solving." Integral : Pendidikan Matematika 12, no. 2 (December 20, 2021): 11–20. http://dx.doi.org/10.32534/jnr.v12i2.2021.

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This study aims to determine the differences of Critical Thinking mathematically attainment and enhancement between students who get Creative Problem Solving (CPS) learning approach to those who get conventional learning in terms of the whole students and based The Ability of Early Mathematical (AEM). Type of this research is a quasi-experimental. The sample research is obtained by using purposive random sampling technique, it is applied to two classes of the first grade of SMAN 1 Jakarta. The first class gets approach Creative Problem Solving and the second class gets conventional learning model (PC). All class are given a pre-test and post-test of critical thinking mathematically. The results showed that (1) the students of CPS have greater ability of mathematically critical thinking rather than those of PK, (2) the the students of CPS class have greater ability of mathematically critical thinking enhancement rather than of PC ; (3) different points of mathematically critical thinking enhancement appear in CPS class (level of students of AEM); it occurs between medium and low level, high and low level, but the difference is not found in the high and medium level, (4) difference of mathematically critical thinking enhancement occurs in PCPS and PC class based their Ability of Early Mathematical (AEM), (5) mathematical Self-Efficacy enhancement of the CPS students seems better than the conventional ones; (6) mathematical Self-Efficacy enhancement differs in PCPS class based on AEM (high, medium, and low). Keywords: Approach of Learning Creative Problem Solving, Mathematical Critical Thinking, and Self-Efficacy

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23

Nahdiyah, Zuhan, Netriwati Netriwati, Dian Anggraini, and Fadly Nendra. "An Analysis of Mathematical Critical-Thinking Ability: The Impact of DCT (Dialogue Critical Thinking) and Learning Motivation." Desimal: Jurnal Matematika 3, no. 3 (September 20, 2020): 219–26. http://dx.doi.org/10.24042/djm.v3i3.6799.

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The mathematical critical thinking ability is part of a very important mathematical curriculum. The purpose in this study was to analyze the influence of Deep DCT Learning and the motivation to learn from the mathematical critical thinking ability. Research in is a quantitative study with the type of Quasy experimental Design by using post-test only control. Sampling techniques are performed by means of Random Sampling. Data retrieval is done by giving post-Test and poll. The analysis test used is a two way variances analysis (ANAVA). Based on the research results analyzed that: There is an influence between Deep DCT Learning to the mathematical critical thinking ability, there is a high, moderate and low motivation influence on mathematical critical thinking Skills, There is no interaction between Deep DCT Learning and the motivation to learn the ability of critical thinking mathematically.

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24

Nurdin, Anisa Nurfadilah, Rusli, Baso Intang Sappaile, Hastuty, and Sitti Masyitah Meliyana R. "Mathematical Critical Thinking Ability in Solving Mathematical Problems." ARRUS Journal of Social Sciences and Humanities 2, no. 2 (June 2, 2022): 136–43. http://dx.doi.org/10.35877/soshum795.

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This study aims to determine the mathematical critical thinking skills of class XII IPA 1 students at SMAN 5 Sidrap in solving mathematical problems in arithmetic sequences and series. The type of research used is descriptive research with a qualitative approach. In this study, there were 3 subjects, namely students with high, medium and low mathematical abilities. The instruments used in data collection were observation sheets, written tests and interview guidelines. The results showed that: (1) Students who met the Critical Thinking Level (CTL) 3 or critically were students who had high mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, are able to reveal existing facts, are able to determine the theorems used and detect bias, Students are able to work on questions according to the initial plan, able to express their arguments clearly, able to re-examine answers and draw conclusions. (2) Students who meet CTL 2 or are quite critical are students who have moderate mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, uncover existing facts, are able to determine the theorem used, are able to detect bias, are able to work on problems according to the initial plan, are able to express their arguments clearly, are less able to re-examine answers and draw a conclusion. (3) Students who meet CTL 0 or are not critical are students who have low mathematical abilities. At this critical thinking level, students have not been able to fulfill all indicators such as not being able to formulate the main points of the problem.

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25

Halimah, Nur, Rahmi Rahmi, and Mulia Suryani. "ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA KELAS XI IPA 3 SMAN 1 LEMBAH MELINTANG." Jurnal Pendidikan Matematika Universitas Lampung 9, no. 3 (September 30, 2021): 244–55. http://dx.doi.org/10.23960/mtk/v9i3.pp244-255.

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This research was motivated by the low ability of students to think mathematically critical thinking in solving problems. The research objective was to describe the students' mathematical critical thinking skills in class XI IPA 3. The research method used was descriptive method with a qualitative approach. The research subjects were students of SMAN 1 Lembah Melintang class XI IPA 3. The instruments used to collect data were written tests, interviews, and documentation. The test results were analyzed based on the aspect of mathematical critical thinking skills. The results showed that mathematical critical thinking skills with high category abilities can work on critical thinking test questions properly and correctly. Furthermore, the moderate ability is not able to do critical thinking test questions well, while the low category has not been able to do critical thinking test questions properly in accordance with the aspects of mathematical critical thinking skills.

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26

Meyer, Daniel, Jeanine Meyer, and Aviva Meyer. "Teaching Mathematical Thinking through Origami." Academic.Writing: Interdisciplinary Perspectives on Communication Across the Curriculum 1, no. 9 (2000): 1. http://dx.doi.org/10.37514/awr-j.2000.1.9.41.

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27

Sanford, John F., and Jaideep T. Naidu. "Mathematical Modeling And Computational Thinking." Contemporary Issues in Education Research (CIER) 10, no. 2 (March 31, 2017): 158–68. http://dx.doi.org/10.19030/cier.v10i2.9925.

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The paper argues that mathematical modeling is the essence of computational thinking. Learning a computer language is a valuable assistance in learning logical thinking but of less assistance when learning problem-solving skills. The paper is third in a series and presents some examples of mathematical modeling using spreadsheets at an advanced level such as high school or early college.

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28

Breen, Sinéad, and Ann O'Shea. "Mathematical thinking and task design." Irish Mathematical Society Bulletin 0066 (2010): 39–49. http://dx.doi.org/10.33232/bims.0066.39.49.

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29

Gordon, Marshall. "Counterintuitive Instances Encourage Mathematical Thinking." Mathematics Teacher 84, no. 7 (October 1991): 511–15. http://dx.doi.org/10.5951/mt.84.7.0511.

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Intuition, experience, and reason are the primary modalities through which human beings make sense of their environment and gain knowledge. Our intuition, which senses a situation immediately, has considerable weight, of course, with regard to what we believe (Fishbein 1979) and so deserves the attention of teachers and textbook writers involved with mathematics education. The use of intuition in instruction includes presenting mathematics examples that are counterintuitive. For not only do instances that run counter to intuition gain students' attention because of the disequilibrium experienced when what had been imagined to be true turns out not to be so, but such examples also help students challenge habits of thought and practices, thus leading to their becoming better thinkers (Marzano et al. 1988, 128). By presenting students mathematical moments that challenge common sense and common practice, the teacher gives them the opportunity to gain a greater appreciation of the need for exploration, reflection, and reasoning.

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30

Herlina, Elda. "MENINGKATKAN ADVANCED MATHEMATICAL THINKING MAHASISWA." Infinity Journal 4, no. 1 (February 1, 2015): 65. http://dx.doi.org/10.22460/infinity.v4i1.73.

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31

Wares, Arsalan. "Paper Folding Promotes Mathematical Thinking." Mathematics Teacher 108, no. 2 (September 2014): 160. http://dx.doi.org/10.5951/mathteacher.108.2.0160.

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A great problem allows us to discover and apply its underlying structure to go beyond the specific cases and scenarios in the original problem. When solved, a great problem provides us intellectual gratification as well as a sense of learning and, perhaps, bewilderment. I use the problem presented here as a part of one of my favorite lessons, a paper-folding activity that focuses on perimeter.

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32

Moffett, Pamela. "Learning to articulate mathematical thinking." Early Years Educator 20, no. 8 (December 2, 2018): 18–20. http://dx.doi.org/10.12968/eyed.2018.20.8.18.

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33

Ben-Zeev, Talia, and Jon R. Star. "Spurious Correlations in Mathematical Thinking." Cognition and Instruction 19, no. 3 (September 2001): 253–75. http://dx.doi.org/10.1207/s1532690xci1903_1.

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34

Deans, Janice, and Caroline Cohrssen. "Young Children Dancing Mathematical Thinking." Australasian Journal of Early Childhood 40, no. 3 (September 2015): 61–67. http://dx.doi.org/10.1177/183693911504000309.

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35

Gelman, Rochel. "The Epigenesis of Mathematical Thinking." Journal of Applied Developmental Psychology 21, no. 1 (January 2000): 27–37. http://dx.doi.org/10.1016/s0193-3973(99)00048-9.

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36

Selden, Annie, and John Selden. "Perspectives on Advanced Mathematical Thinking." Mathematical Thinking and Learning 7, no. 1 (January 2005): 1–13. http://dx.doi.org/10.1207/s15327833mtl0701_1.

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37

Breyfogle, M. Lynn, and Beth A. Herbel-Eisenmann. "Focusing on Students' Mathematical Thinking." Mathematics Teacher 97, no. 4 (April 2004): 244–47. http://dx.doi.org/10.5951/mt.97.4.0244.

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When viewing videotaped examples of his classroom teaching, Anthony, a veteran ninth-grade teacher, was surprised that he focused more on the students' responses than on the students' thinking. For example, he realized that he was not asking questions to understand what or how the students were thinking but rather to test their knowledge.

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38

Retnaningsih, Musriana, and Asep Ikin Sugandi. "The Role of Problem Based Learning on Improving Students’ Mathematical Critical Thinking Ability and Self-Regulated Learning." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 2 (July 14, 2018): 60. http://dx.doi.org/10.22460/jiml.v1i2.p60-69.

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This study is a pre test-post test experimental control group design having a goal to analyze the role of problem based learning on students’ mathematical critical thinking ability and self regulated learning. The study involved 60 eighth grade students of an MTs, a mathematical critical thinkng test, and a mathematical self regulated learning scale. The study found that on mathematical critical thinking ability, its gain, and on mathematical self regulated learning, students getting treatment with problem based learning approach attained better grade than that of students taught by conventional teaching. The first group students obtained at fairly good grades level, while the students taught by conventional teaching attained at medium grades level. The other findings, there was fairly good association between mathematical critical thinking ability and mathematical self regulated learning.

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39

Yanwar, Alkat, and Abi Fadila. "Analisis Kemampuan Berpikir Kritis Matematis : Dampak Pendekatan Saintifik ditinjau dari Kemandirian Belajar." Desimal: Jurnal Matematika 2, no. 1 (February 4, 2019): 9–22. http://dx.doi.org/10.24042/djm.v2i1.3204.

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The purpose of this study is to find out whether there are: (1) the influence of the scientific approach on students’ critical thinking skills; (2) the influence of learning independence on students’ mathematical critical thinking ability; (3) the interaction between the scientific approach and the learning independence of students’ critical thinking skills. This research is a quasy experimental design research with 2x3 factorial design. Sampling technique in this research use probability sampling with cluster random sampling. The research instrument used is questionnaire self-reliance learning and test of critical thinking ability mathematically. Data from the results of tests of mathematical critical thinking ability were analyzed using anava test of two unequal cell paths and further tests using a double comparison test with the Scheffe method. The results showed that: (1) there was an influence of the scientific approach on students’ critical thinking skills; (2) there is influence of learning independence to students’ critical thinking ability mathematically; (3) there is no interaction between the scientific approach and the learning independence of mathematical critical thinking skills.

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Desmawati, Desmawati, and Farida Farida. "Model ARIAS berbasis TSTS terhadap Kemampuan Berpikir Kritis Matematis Ditinjau dari Gaya Kognitif." Desimal: Jurnal Matematika 1, no. 1 (January 29, 2018): 65. http://dx.doi.org/10.24042/djm.v1i1.1918.

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This study aims to determine whether there is the influence of ARIAS model based on Two Stay Two Stray model to critical thinking ability mathematically. This research is Quasi-Experimental Design research. Hypothesis testing using variance analysis of two different cell roads Based on the test of cell variance analysis is not the same obtained that there is influence of ARIAS model based on Two Stay Two Stray to critical mathematical thinking ability and there is influence of cognitive style to critical thinking skill mathematically, where student with treatment of learning using integrated learning model ARIAS TSTS learning model on the ability of critical thinking is better than students with learning treatment using lecture methods in terms of each student's cognitive style. The students' mathematical critical thinking ability with independent field cognitive style is better than students with cognitive field dependent style. There is no interaction between learning and cognitive styles to critical mathematical thinking skills.

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41

Rohmat, Aziz Nur, and Witri Lestari. "Pengaruh Konsep Diri dan Percaya Diri terhadap Kemampuan Kemampuan Berpikir Kritis Matematis." JKPM (Jurnal Kajian Pendidikan Matematika) 5, no. 1 (December 29, 2019): 73. http://dx.doi.org/10.30998/jkpm.v5i1.5173.

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<p><em>Research was conducted at SMA Negeri 16 Jakarta with the aim of research to know the influence of self-concept and confident in the ability of critical thinking mathematically. The study method in the form of correlational surveys with double regression analysis. The research used is by classifying the concept of self and confident each student who will be attributed to the ability of critical thinking mathematically. After conducting research and analyzing data, the researchers finally can withdraw that: 1) There are significant positive influences of self-concept and self-confidence together against the student's mathematical critical thinking ability, 2) There is an insignificant positive influence on the self-concept of the student's mathematical critical thinking ability, and 3) there is an insignificant positive influence of confidence in the students mathematical critical thinking ability.</em></p>

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42

Lestari, Nina, and Luvy Sylviana Zanthy. "ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SMK DI KOTA CIMAHI PADA MATERI GEOMERTRI RUANG." JPMI (Jurnal Pembelajaran Matematika Inovatif) 2, no. 4 (June 30, 2019): 187. http://dx.doi.org/10.22460/jpmi.v2i4.p187-196.

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This study aims to determine the ability of mathematical creative thinking of students in one of the Vocational Schools in Cimahi City with indicators of students' mathematical creative thinking skills used are fluency, flexibility, originality and elaboration. The ability to think creatively mathematically is the ability to learn mathematics in finding new ideas or ideas that are different from the way, in their own language. This research was conducted on 29 students in one of the Vocational Schools in Cimahi City using qualitative descriptive methods. The instruments used were in the form of 4 items of description with mathematical creative thinking skills in space geometry. After getting the results or data, then the data is presented in the form of a percentage. And it can be concluded from this study that the ability of mathematical creative thinking of SMK students in Cimahi City is still very low because only one indicator whose percentage exceeds 50% is an indicator of fluency. The results of this study can increase knowledge about mathematical creative thinking of students in one of the Vocational Schools in Cimahi City and is useful to facilitate education practitioners in developing mathematical creative thinking skills

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43

Cai, Jinfa, and Patricia Ann Kenney. "Fostering Mathematical Thinking through Multiple Solutions." Mathematics Teaching in the Middle School 5, no. 8 (April 2000): 534–39. http://dx.doi.org/10.5951/mtms.5.8.0534.

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The reform movement in school mathematics advocates communication as a necessary component for learning, doing, and understanding mathematics (Elliott and Kenney 1996). Communication in mathematics means that one is able not only to use its vocabulary, notation, and structure to express ideas and relationships but also to think and reason mathematically. In fact, communication is considered the means by which teachers and students can share the processes of learning, doing, and understanding mathematics. Students should express their thinking and problem-solving processes in both written and oral formats. The clarity and completeness of students' communication can indicate how well they understand the related mathematical concepts.

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44

Greenwood, Jonathan Jay. "On The Nature of Teaching and Assessing “Mathematical Power” and “Mathematical Thinking”." Arithmetic Teacher 41, no. 3 (November 1993): 144–52. http://dx.doi.org/10.5951/at.41.3.0144.

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What exactly is “mathematical power” to omeone who has always identified mathematics as being the mastery of facts, such as the multiplication table, and procedures, such as the long division algorithm? What does it mean to “think mathematically” to a teacher who always struggled wit11 story problems as a student? To those teachers who fit these descriptions, and a sizable number do. assessing students mathematical power and mathematical thinking is even more bewildering.

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Mujib, Mujib. "Penjenjangan Kemampuan Berpikir Kritis Matematis Berdasarkan Teori Bloom Ditinjau Dari Kecerdasan Multiple Intelligences." Desimal: Jurnal Matematika 2, no. 1 (January 31, 2019): 87–103. http://dx.doi.org/10.24042/djm.v2i1.3534.

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This study aims to see how the mathematical model of critical thinking skills is based on Bloom theory in terms of Multiple Intelligences intelligence, namely Students have Linguistic Intelligences, Logical-Mathematical and Spatial Intelligence Intelligence. The research method used is descriptive qualitative. Subjects taken in this study were using purpose sampling techniques. Data collection techniques used are tests, questionnaires, observation and interviews. Data analysis was carried out in a qualitative descriptive manner. Each Multiple Intelligences intelligence is capable of observing, understanding, applying, analyzing, evaluating and creating. Based on the tests and interviews the characteristics seen are at the stage of observing, understanding and applying. Not able to analyze, evaluate and be creative. Students who have a tendency to Linguistic Intelligence Intelligence processes the process of critical thinking mathematically has the stages of Lower Order Thinking (LOT). Students who have Spatial Intelligence Intelligence stages of critical thinking skills are mathematical, namely at the stage of observing, understanding, applying analysis and evaluation. At the stage of creation, the characteristics of students are not able. Students who have a tendency for Spatial Intelligence intelligence in the process of mathematical critical thinking skills at the level of Middle Order Thinking (MOT). Students who have the type of Logical-mathematical Intelligence Intelligence stage of critical thinking ability that is the stage of observing, understanding, applying, analyzing, evaluating, and developing. Students who have the type of Logical-mathematical Intelligence tendencies in the process of mathematical critical thinking abilities at the stages of Higher Order Thinking (HOT).

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Ramadani, Iqbal, Nidya Ferry Wulandari, and Triliana. "Analyzing junior high school students’ mathematical creative thinking skill in mathematical modelling." Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education 1, no. 2 (October 31, 2021): 125–30. http://dx.doi.org/10.14421/quadratic.2021.012-07.

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Creative thinking skills are one of the skills that must be developed in order to pursue developments in the 21st century. The development of creative thinking skills must be applied within a formal education level. One of the areas of study taught in formal education is mathematics. Mathematics can be used to solve problems in everyday life by using mathematical modeling. This study aimed to analyze the students' mathematical creative thinking skills in mathematical modeling with descriptive design. The steps on this research consisted of designing a test of creative thinking skills; Interviewed test results of mathematical creative thinking skills; and analyzed student answers results on mathematical creative thinking skills tests. The subject of the study consisted of 65 of junior high school students of class VIII. Findings demonstrate the skills of creative thinking students in modeling in the category of students with high mathematical abilities is that students can create unique models and seek solutions using different ways with logical and systematic, in medium category, students have a tendency to use trial and error methods as well as procedural ways to test models made, while in low category, students tend to use trial and error Test the model and resolve the problem.

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Alcaro, Patricia C., Alice S. Alston, and Nancy Katims. "Fractions Attack! Children Thinking and Talking Mathematically." Teaching Children Mathematics 6, no. 9 (May 2000): 562–67. http://dx.doi.org/10.5951/tcm.6.9.0562.

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Sugiharti, Gulmah, Abdul Hamid K., and Mukhtar Mukhtar. "Application of PBL Using Laboratory and Mathematical Thinking Ability to Learning Outcomes of General Chemistry Course." International Education Studies 12, no. 6 (May 29, 2019): 33. http://dx.doi.org/10.5539/ies.v12n6p33.

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The abundance of chemical concepts and general chemistry lessons that tend to be monotonous and have not yet considered the ability of mathematical thinking to cause problems in learning that resulted in low student learning outcomes. The purpose of this research is to know the influence of learning model and mathematical thinking ability toward General Chemistry study result, also interaction between learning model through laboratory usage and mathematical thinking ability. This research is an experimental research using PBL and DI model. The learning result data is obtained from general chemistry study result test and mathematical thinking ability data is obtained through the test of mathematical thinking ability which has all been validated. The data analysis technique used two way analysis of variance (ANOVA). The result of the research shows that there is a significant effect of the learning model on the students ‘learning outcomes in the General Chemistry course and there is interaction between the learning model using the laboratory with the ability to think mathematically on the students’ General Chemistry students learning outcomes. This research concludes that the PBL model using laboratories is well used in general chemistry learning, and preferably in teaching general chemistry courses, the lecturer considers students’ mathematical thinking skills.

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Azevedo, Greiton Toledo de, Marcus Vinicius Maltempi, and Arthur Belford Powell. "Contexto Formativo de Invenção Robótico-Matemática: Pensamento Computacional e Matemática Crítica." Bolema: Boletim de Educação Matemática 36, no. 72 (April 2022): 214–38. http://dx.doi.org/10.1590/1980-4415v36n72a10.

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Resumo Neste artigo buscamos identificar e compreender as características do contexto formativo em Matemática de estudantes quando produzem jogos digitais e dispositivos robóticos destinados ao tratamento de sintomas da doença de Parkinson. Norteados pelas ideias da metodologia qualitativa de pesquisa, interagimos com alunos do Ensino Médio visando a construção de um jogo eletrônico com dispositivo robótico, chamado Paraquedas, destinado a sessões de fisioterapia de pacientes com Parkinson. Os alunos foram estimulados a propor e desenvolver ideias em ambientes voltados à experimentação e invenções eletrônicas para beneficiar pessoas em sociedade. Os dados foram analisados à luz dos pressupostos teóricos do Pensamento Computacional e da Matemática Crítica e consistem de discussão-análises do desenvolvimento científico-tecnológico, colaborativo-argumentativo e inventivo-criativo de tecnologias, indo além dos muros da sala de aula de Matemática. Como resultado, identificamos as seguintes características do contexto formativo em Matemática: independência formativa; imprevisibilidade de respostas; aprendizagem centrada na compreensão-investigação-invenção; e conexão entre áreas de conhecimento. Compreendemos que tais características se originam e mutuamente se desenvolvem dinâmico e idiossincraticamente nas concepções de planejamento, diálogo e protagonismo dos sujeitos, os quais fomentam a exploração de problemas aberto e inéditos de Matemática em-uso e descentralizam a formalização excessiva do rigor de objetos matemáticos como ponto nevrálgico à formação em Matemática.

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Hannah, Kara. "Thinking outside the Cube." Mathematics Teacher 106, no. 1 (August 2012): 12–15. http://dx.doi.org/10.5951/mathteacher.106.1.0012.

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Mathematical Lens uses photographs as a springboard for mathematical inquiry and appears in every issue of Mathematics Teacher. all submissions should be sent to the department editors. For more background information on Mathematical Lens and guidelines for submitting a photograph and questions, please visit http://www.nctm.org/publications/content.aspx?id=10440#lens.

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