Bibliographies thématiques / Commognitive analysis

Littérature scientifique sur le sujet « Commognitive analysis »

Auteur : Grafiati
Publié le 14 mai 2024

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Articles de revues sur le sujet "Commognitive analysis"

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Rossydha, Faula, Toto Nusantara et Sukoriyanto Sukoriyanto. « Commognitive Siswa dalam Menyelesaikan Masalah Persamaan Linier Satu Variabel ». Jurnal Pendidikan : Teori, Penelitian, dan Pengembangan 6, no 1 (30 janvier 2021) : 1. http://dx.doi.org/10.17977/jptpp.v6i1.14367.

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<p><strong>Abstract:</strong> This study aims to describe the students' commognitive in solving linear problems of one variable. This study uses a qualitative approach to the type of descriptive research. The stages in this study consisted of preparation, data collection, and data analysis. The results of this study are that there are two strategies students use in solving problems when analyzed using commognitive components. Two strategies used by students are the strategy of finding patterns and trial and error strategies. Students with strategies finding patterns in using commognitive components in solving problems look systematic compared to students with trial and error strategies.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan <em>commognitive </em>siswa dalam menyelesaikan masalah persamaan linier satu variabel. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Tahapan dalam penelitian ini terdiri dari persiapan, pengumpulan data, dan analisis data. Hasil dari penelitian ini adalah terdapat dua strategi yang digunakan siswa dalam menyelesaikan masalah apabila dianalisis menggunakan komponen <em>commognitive</em>. Dua strategi yang digunakan siswa yaitu strategi menemukan pola dan stretegi coba-coba. Siswa dengan strategi menemukan pola dalam menggunakan komponen <em>commognitive </em>dalam menyelesaikan masalah terlihat sistematis dibandingkan siswa dengan strategi coba-coba.
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Zayyadi, Moh, Toto Nusantara et Harfin Lanya. « The commognitive perspective of teaching skills of prospective mathematics teachers in microteaching subjects ». Jurnal Elemen 8, no 1 (6 janvier 2022) : 43–54. http://dx.doi.org/10.29408/jel.v8i1.4129.

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This study aims to describe the teaching skills of prospective mathematics education teachers in micro-teaching subjects from a commognitive perspective. This type of research is qualitative research. The research subjects consisted of 15 students of the 2015 Mathematics Education Study Program class, which were taking micro-teaching courses. The instrument used in this study was a rubric sheet—an assessment of prospective teachers' teaching skills. Data analysis techniques used are data reduction, data presentation, and conclusion collection. The results showed that: Prospective mathematics education teachers in preliminary activities often use the word usage component, visual mediator, routine and do not use the narrative component. In the core activities of learning mathematics, teacher candidates use four components commognitive, which are the use of words, visual mediators, routine, and narrative. In the selection of mathematics education, teacher candidates only use the word use component. Commognitive provides an overview of mathematical cognitive-communication and content in the learning carried out.
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Zayyadi, Moh, Lutfiyah Lutfiyah et Enditiyas Pratiwi. « Analisis Commognitive Siswa dalam Menyelesaikan Soal Non Rutin ». Jurnal Axioma : Jurnal Matematika dan Pembelajaran 8, no 1 (13 avril 2023) : 22–36. http://dx.doi.org/10.56013/axi.v8i1.1990.

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This study aims to describe the student's commercial analysis in resolving non-routine questions. This type of research is descriptive qualitative. The research subjects were three MTs Az-Zubair students, Sumber anyar, and Larangan Tokol. The instrument used in this study is mathematical questions and semi-structured interviews. The results showed that students have many differences in the work method or error in solving math problems from Word Use (using the right words to inform understanding, such as the basis of writing, and other symbols), visual mediators (choosing and using the right concepts and methods in the matter of non-routine. Keywords: commognitive, non-routine problems
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Et. al., Lili Supardi,. « Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems ». Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no 6 (10 avril 2021) : 950–61. http://dx.doi.org/10.17762/turcomat.v12i6.2373.

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This study aims to describe the commognitive analysis of students' errors in solving High order thinking skills problems. The problem of this study is that students have difficulty of solving mathematical problems because students do not build their own knowledge of mathematical concepts but tend to memorize concepts so that when students solve math problems students often make mistakes and do not find solutions to solve these problems. Students also taught themselves that math is difficult. This type of research is a qualitative description. The research subjects were three grade X students of Senior High school 1 Pamekasan. The instruments used in this study were mathematical problem seets and semi-structured interviews. The results showed that students experienced faults in 1) word use (mistake writting mathematical symbol and not consisstent in writting naming. the factors are hasty, inaccurate, not understanding the questions, incomplete writing is known, and asked, not understanding the material.); 2) Visual mediator (mistakes in drawing or illustrating the problem. Student is not using visual mediators, some students use visual mediators but are still wrong and use it,); 3) Narrative (not writing the formula but writing the results directly. Student mistakes also occur because students do not know the strategy that will be used to solve them, while the students' mistakes made at this stage are: students are wrong in writing the formula definition sine and wrong for not writing the formula.); 4) Routine (inaccurate in arithmetic operations so that the final answer is wrong. The mistakes of some students in general in doing routine are the students doing wrong calculations, wrong in substituting values or numbers that are known in the formula.). With this research, teachers can find out where the difficulties and misconceptions of students are in doing it so that it becomes new learning for students to improve learning outcomes and minimize errors.
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Halim, D., S. Nurhidayati, M. Zayyadi, H. Lanya et S. I. Hasanah. « Commognitive analysis of the solving problem of logarithm on mathematics prospective teachers ». Journal of Physics : Conference Series 1663 (octobre 2020) : 012002. http://dx.doi.org/10.1088/1742-6596/1663/1/012002.

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Ioannou, Marios. « Commognitive analysis of undergraduate mathematics students’ first encounter with the subgroup test ». Mathematics Education Research Journal 30, no 2 (9 août 2017) : 117–42. http://dx.doi.org/10.1007/s13394-017-0222-6.

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Viirman, Olov. « Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse : a commognitive analysis ». International Journal of Mathematical Education in Science and Technology 46, no 8 (27 avril 2015) : 1165–81. http://dx.doi.org/10.1080/0020739x.2015.1034206.

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Weingarden, Merav, et Einat Heyd-Metzuyanim. « What Can the Realization Tree Assessment Tool Reveal About Explorative Classroom Discussions ? » Journal for Research in Mathematics Education 54, no 2 (mars 2023) : 97–117. http://dx.doi.org/10.5951/jresematheduc-2020-0084.

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One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion, depicting the realizations of the mathematical object manifested during the discussion and the narratives that articulate the links between these realizations. We applied the tool to 34 classroom discussions about a growing-pattern algebraic task and, through cluster analysis, found three types of whole-class discussion. Associations with classroom-level variables (track, but not grade level or teacher seniority) were also found. Implications with respect to applications and usefulness of the tool are discussed.
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Mudaly, Vimolan, et Sihlobosenkosi Mpofu. « LEARNERS’ VIEWS ON ASYMPTOTES OF A HYPERBOLA AND EXPONENTIAL FUNCTION : A COMMOGNITIVE APPROACH ». Problems of Education in the 21st Century 77, no 6 (6 décembre 2019) : 734–44. http://dx.doi.org/10.33225/pec/19.77.734.

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Learners in South African schools often respond poorly in questions related to the asymptote. Despite the fact that there are only a few functions in the South African curriculum that actually explore the asymptote, learners still show some deficiency in their understanding of the concept. This research examined Grade 11 learners’ mathematical discourses about the asymptotes of the hyperbola and exponential functions. Data were analysed using the Realisation Tree of a Function, an adaptation of the Realisation Tree Assessment tool from Weingarden, Heyd-Metzuyanim and Nachlieli. While the Realisation Tree Assessment tool focused on teacher talk, the Realisation Tree of a Function focused on learner expression and responses. A qualitative research design was essentially adopted, with exploratory, descriptive and interpretive elements complementing both its data collection and analysis. A purposive sampling strategy was implemented. Data were collected by means of a test administered to a total of 112 Grade 11 participants from four selected secondary schools. Focus group interviews were conducted with 24 of the best-performing participants by using their responses from the written mathematical tests. The results revealed that the learners’ mathematical discourse is not coherent. While learners’ work on each representation was often mathematical there seemed to be a struggle when the task had an unusual orientation. Different expressions of the same mathematical object elicited different responses. The challenge is that learners exhibited a fragmented relationship between the mathematical objects of the function. Keywords: commognition, realization tree, ritualised learning, visual mediators.
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Pratiwi, Enditiyas, Toto Nusantara, Susiswo Susiswo et Makbul Muksar. « Routines’ errors when solving mathematics problems cause cognitive conflict ». International Journal of Evaluation and Research in Education (IJERE) 11, no 2 (1 juin 2022) : 773. http://dx.doi.org/10.11591/ijere.v11i2.21911.

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<p><span lang="EN-US">Many studies showed that cognitive conflict often occurs in learning and when solving mathematics problems. However, very few studies have looked at cognitive conflicts in solving mathematics problems, incredibly improper fraction problems. This descriptive qualitative study described and analyzed students’ errors in solving mathematics problems using a commognitive perspective. The data was collected using a test sheet instrument, where students do the test think-aloud. The answers on the student test sheets were analyzed by adjusting the think-aloud that was carried out, and then the interview process was carried out as a form of triangulation of the method in the study. The data analysis results showed that there was a routine error that causes cognitive conflict when solving the improper fraction problem. The error that occurred indicates that the routine can and cannot resolve the cognitive conflict that occurs. This study’s findings indicated the importance of routine procedures to be understood so that their use is appropriate for solving mathematical problems.</span></p>
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Thèses sur le sujet "Commognitive analysis"

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Ioannou, M. « Conceptual and learning issues in mathematics undergraduates' first encounter with group theory : a commognitive analysis ». Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/39453/.

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Lampen, Christine Erna. « Learning to teach statistics meaningfully ». Thesis, 2014.

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Following international trends, statistics is a relatively new addition to the South African mathematics curriculum at school level and its implementation was fraught with problems. Since 2001 teaching statistics in the Further Education and Training Phase (Grades 10 to 12) has been optional due to lack of professional development of teachers. From 2014 teaching statistics will be compulsory. This study is therefore timely as it provides information about different discourses in discussions of an ill-structured problem in a data-rich context, as well as in discussions of the meaning of the statistical mean. A qualitative case study of informal statistical reasoning was conducted with a group of students that attended an introductory course in descriptive statistics as part of an honours degree in mathematics education at the University of the Witwatersrand. The researcher was the course lecturer. Transcripts of the discussions in four video recorded sessions at the start of the semester long course form the bulk of the data. The discussions in the first three sessions of the course were aimed at structuring the data-context, or grasping the system dynamics of the data-context, as is required at the start of a cycle of statistical investigation. The discussion in the fourth session was about the syntactical meaning of the mean algorithm. It provides guidelines for meaningful disobjectification of the well-known mean algorithm. This study provides insight into informal statistical reasoning that is currently described as idiosyncratic or verbal according to statistical reasoning models. Discourse analysis based on Sfard’s (2008) theory of Commognition was used to investigate and describe discursive patterns that constrain shifting from colloquial to informal statistical discourse. The main finding is that colloquial discourse that is aimed at decision making in a data-context is incommensurable with statistical discourse, since comparison of data in the two discourses are drawn on incommensurable scales – a qualitative evaluation scale and a quantitative descriptive scale. The problem of comparison on a qualitative scale also emerged in the discourse on the syntactical meaning of the mean algorithm, where average as a qualitative judgement conflicted with the mean as a quantitative measurement. Implications for teaching and teacher education are that the development of statistical discourse may be dependent on alienation from data-contexts and the abstraction of measurements as abstract numerical units. Word uses that confound measurements as properties of objects and measurements as abstract units are discussed. Attention to word use is vital in order to discern evaluation narratives as deed routines from exploration narratives and routines.
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Chapitres de livres sur le sujet "Commognitive analysis"

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Sun, Yinan, et Boran Yu. « The Development and Use of Opportunity to Learn (OTL) in the Collaborative Problem Solving : Evidence from Chinese Secondary Mathematics Classroom ». Dans Perspectives on Rethinking and Reforming Education, 101–25. Singapore : Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7386-6_5.

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AbstractThis study explored learners’ development and use of Opportunity to Learn (OTL) in the collaborative problem-solving context. We used commognitive approach to analyse interactions within student groups in a collaborative problem-solving math class. Two students who failed to use OTL and two groups they belonged to were selected for an in-depth exploration. We analysed the discourse used by and interaction made among these two groups to investigate how OTL develops from collaborative problem-solving and how students use them. The result shows that students who used less mathematical language and made fewer inter-personal interactions are hard to engage in the group discussion would miss OTL from collaborative problem-solving. Additionally, a mismatch in the discourse style with leader students in the group and a lack of interest in participation could also lead to students’ failure in seizing OTL in collaboration.
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Actes de conférences sur le sujet "Commognitive analysis"

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Lestari, Andika Setyo Budi, Toto Nusantara, Susiswo, Tjang Daniel Chandra et Muhammad Irfan. « Commognitive Analysis of Students Difficulty In Solving Fractional Problems ». Dans SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.127.

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