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Articoli di riviste sul tema "Mathematical thinking"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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

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

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4

Tonra, Wilda Syam, Talisadika S. Maifa, Willy Abdul Ghany, and Siti Fatimah. "MATHEMATICAL THINKING DAN KAITANNYA DENGAN WAYS OF UNDERSTANDING, WAYS OF THINKING: SEBUAH KAJIAN PUSTAKA." SIGMA 9, no. 1 (2023): 17. http://dx.doi.org/10.53712/sigma.v9i1.1970.

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Abstrak:Awal munculnya istilah “Mathematical Thinking” merujuk kepada istilah dari buku yang sangat terkenal berjudul Thinking Mathematically dengan jumlah sitasi saat ini mencapai 1781. Buku ini ditulis oleh John Mason dengan Leone Burton dan Kaye Stacey tahun 1982. Buku ini menjadi rujukan dari beberapa peneliti lainnya. Di buku ini, Mathematical Thinking proses dibagi menjadi 2 pasang proses yaitu Specialising and Generalising kemudian Conjecturing and Convincing. Namun, istilah “Mathematical Thinking”memiliki beberapa pergeseran makna sesuai dengan perkembangan dari tahun ke tahun. Selain

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5

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

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

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7

Manouchehri, Azita, Pingping Zhang, and Jenna Tague. "Nurturing Mathematical Thinking." Mathematics Teacher 111, no. 4 (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 w

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8

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

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Turner, Julianne C., Karen Rossman Styers, and Debra G. Daggs. "Encouraging Mathematical Thinking." Mathematics Teaching in the Middle School 3, no. 1 (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

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10

Yusrina, Siti Laiyinun, and Masriyah Masriyah. "Profil Berpikir Aljabar Siswa SMP dalam Memecahkan Masalah Matematika Kontekstual Ditinjau dari Kemampuan Matematika." MATHEdunesa 8, no. 3 (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 proble

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Saefuloh, Nandang Arif, Wahyudin Wahyudin, Sufyani Prabawanto, et al. "Analisis Kemampuan Berpikir Matematis Siswa pada Pembelajaran Aritmatika Sosial Ditinjau dari Model Pembelajaran dan Self Efficacy Siswa." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 14, no. 2 (2023): 251–62. http://dx.doi.org/10.26877/aks.v14i2.15950.

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The main problem in this study is students' ability to think mathematically in solving mathematical problems in learning social arithmetic in their class through minimum guidance-based learning (PBL and DL). This research uses a mixed method to look at the description of students' mathematical thinking abilities and the tendency of these abilities based on students' self-efficacy levels. The results showed that the increase in students' mathematical thinking skills at each level of low self-efficacy based on n-gain calculations. In addition, there is no significant difference in the scores for

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Wedastuti, Ni Ketut, Sunismi Sunismi, and Suryasari Faradiba. "Scaffolding in Mathematics Learning Social Arithmetic Material to Improve Students' Mathematical Thinking." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, no. 2 (2022): 455–70. http://dx.doi.org/10.37680/qalamuna.v14i2.3421.

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This study aims to describe the scaffolding process in learning social arithmetic to improve students' mathematical thinking skills. The ability to think mathematically is an important skill for students because evaluating information systematically is very useful in solving a problem. This research method uses descriptive research methods with a qualitative approach. This research was conducted in class VII SMP 6 Singosari Malang. The instrument used is Higher Order Thinking Skill (HOTS) questions in social arithmetic math problems. The subjects in this study consisted of two people with high

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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 (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 SM

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14

Purwaningsih, Dian. "The Influence Of Intensity And Habits Learning On Mathematical Critical Thinking Ability." Mathematics Education Journal 2, no. 2 (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 h

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Ngo, Tu Thanh, Van Doc Nguyen, and Minh Giam Nguyen. "Using Mathematical Thinking in Solving Trigonometric Problems within Mason's Cognitive Framework." International Journal of Current Science Research and Review 07, no. 03 (2024): 1896–903. https://doi.org/10.5281/zenodo.10872625.

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Abstract : The paper focuses on the synergy between mathematical thinking and solving trigonometric problems within Mason’s cognitive framework. It presents and analyzes concepts related to mathematical thinking, especially Mason’s definition of the thinking process into three stages: input, impact, and evaluation. Applying this framework to solving trigonometric equations, the paper illustrates how mathematical thinking can help approach problems in an organized and rigorous manner, while opening opportunities for creativity and exploration. Discussing mathematical thinking, the p

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

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

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

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

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

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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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Gaikwad, Samuel. "Improving students’ mathematical thinking." International Forum Journal 13, no. 2 (2010): 83. https://doi.org/10.63201/gffd9834.

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Mathematical thinking is understood and appreciated in academic circles. Such thinking differs from thinking in other subjects in its vocabulary, symbols, and grammar. It requires working with multiple solutions and problem generation by thinking across concepts and thinking about thinking in a more complex way. This article suggests ways that teachers can help students achieve their math potential, including teaching them in more enjoyable ways, and by addressing them through their preferred learning styles.

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Riyadi, Tista Imam. "Peningkatan kemampuan Berpikir Kritis Matematis dan Self-Efficacy dengan Menggunakan Pendekatan Pembelajaran Creative Problem Solving." Integral : Pendidikan Matematika 12, no. 2 (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 mo

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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 (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 in

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

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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 (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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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 (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 mathema

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Prastami, Hedyana Bunga, and Kartono Kartono. "Mathematical Creative Thinking Ability in REACT Learning Assisted by Dynamic Assessment in Terms of Student Learning Independence." Unnes Journal of Mathematics Education 11, no. 3 (2022): 257–63. http://dx.doi.org/10.15294/ujme.v11i3.65156.

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Creative and critical thinking abilities and self-directed learning are critical components of mathematical education. This study aimed to ascertain students' capacity to think creatively and mathematically while learning the REACT paradigm through dynamic assessments. This study used a mixed-method approach in conjunction with a sequential explanatory design. The research population consists of students in the seventh grade at SMP Negeri 8 Semarang. The instruments employed are assessments of mathematical creativity, surveys on learning independence, and interview procedures. The findings ind

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Al-Hanifah, Jihan Azizah, Yus Mochamad Cholily, and Siti Khoiruli Ummah. "Analysis of Students' Analytical Thinking Ability and Mathematical Communication Using Online Group Investigation Learning Model." Mathematics Education Journal 7, no. 1 (2023): 100–113. http://dx.doi.org/10.22219/mej.v7i1.23342.

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Analytical thinking and mathematical communication are abilities included in the learning process objectives. This study aims to describe students' analytical thinking skills and mathematical communication using the online group investigation cooperative learning model. The subjects of this research were 30 students of class VIII-C. The type of research used is descriptive qualitative. The data to determine the implementation of learning and the ability to think analytically and communicate mathematically are observations, documentation, and tests. The study results show that the online group

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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 (2021): 012001. http://dx.doi.org/10.1088/1742-6596/1778/1/012001.

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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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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 (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 convention

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Yanwar, Alkat, and Abi Fadila. "Analisis Kemampuan Berpikir Kritis Matematis : Dampak Pendekatan Saintifik ditinjau dari Kemandirian Belajar." Desimal: Jurnal Matematika 2, no. 1 (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 learnin

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Tupulu, Nasri, Yulis Jamiah, Rustam Rustam, and Dona Fitriawan. "Pengembangan Kemampuan Berpikir Matematis untuk Penguatan Disposisi Matematis Melalui Kolaborasi antara Siswa dan Guru." Media Pendidikan Matematika 11, no. 1 (2023): 131. http://dx.doi.org/10.33394/mpm.v11i1.7853.

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The purpose of this study was to determine the ability to think mathematically to strengthen mathematical dispositions through collaboration between students and teachers. Qualitative type research with R&D development research design. the data comes from 20 class XA students at Maniamas Ngabang High School in the matrix material for the 2021/2022 school year. The research results obtained that: 1) there are several steps of mathematical thinking ability to strengthen mathematical disposition through collaboration between students and teachers which can be seen during the process of learni

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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 (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 l

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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 (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 math

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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 (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-

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Noviyanti, Dina, Selafia Selafia, and Lilis Marina Angraini. "Analysis of Junior High School Students' Mathematical Creative Thinking Abilities on Plane Shapes Subject." International Journal of Geometry Research and Inventions in Education (Gradient) 1, no. 01 (2024): 48–57. https://doi.org/10.56855/gradient.v1i01.1155.

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This research aims to determine the mathematical creative thinking abilities of class VII students at SMPN 6 Siak Hulu. In this study, four indicators were used, namely fluency indicators, originality indicators, flexibility indicators, and elaboration indicators. In the learning carried out, especially in mathematics learning, students must have the ability to think creatively and mathematically. The ability to think creatively mathematically is the ability to think to find new ideas or thoughts in general or original with the aim of providing definite and precise results. The subjects in thi

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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 (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 o

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Anisa, Syafira Yunita, Nana Sepriyanti, and Christina Khaidir. "An Analysis of Students’ Reversible Thinking Mathematical Ability on the Material of Flat Sided Space Geometry." Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) 7, no. 2 (2024): 85–104. http://dx.doi.org/10.26740/jrpipm.v7n2.p85-104.

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The ability of reversible mathematical thinking is important for students to support students in the process of learning, thinking and solving various reversible mathematical problems. This ability is needed to minimise the possibility of errors in solving mathematical problems. However, the fact is that students are still unable to master the ability of reversible thinking mathematically, so that students are unable to solve the given mathematical problems. The low ability of students' mathematical reversible thinking is the background in this study. The purpose of this study was to analyse t

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Annisa, Syifa, Nelly Fitriani, and Risma Amelia. "Analysis Of Junior High School Students' Mathematical Creative Thinking Ability Reviewed By Gender." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 7, no. 1 (2024): 1–10. http://dx.doi.org/10.22460/jiml.v7i1.18560.

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This research is motivated by the importance of creative mathematical thinking skills for students studying mathematics. This study aims to analyze students' mathematical creative thinking skills in terms of gender. This study used a qualitative descriptive method. The population in this study was 20 grade IX students of SMP Negeri 2 Cimahi who were used as a sample, consisting of 10 male students and 10 female students who were randomly selected. The instrument used in this study is to provide four mathematical creative thinking questions consisting of indicators of fluency, flexibility, orig

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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 (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,

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Satiti, Wisnu Siwi, Afifatul Lathifah, and M. Farid Nasrulloh. "SOAL MODEL PISA KONTEN SPACE & SHAPE UNTUK MENUNJANG KEMAMPUAN BERPIKIR MATEMATIS PESERTA DIDIK." JoEMS (Journal of Education and Management Studies) 4, no. 4 (2021): 43–48. http://dx.doi.org/10.32764/joems.v4i4.549.

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Abstract (sommario):

In order to develop students' mathematical abilities, a learning should not only emphasize mastery of the material, but mathematical activities should also support the development of students' ability to think mathematically. This due to mathematical thinking is important for a student's academic success and is also an ability needed in the role of each individual in society. One of the mathematical activities that support students' mathematical thinking skills is PISA like mathematics problems. One of the mathematical content in PISA is about space and shape. However, several previous studies

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44

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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45

Sanford, John F., and Jaideep T. Naidu. "Mathematical Modeling And Computational Thinking." Contemporary Issues in Education Research (CIER) 10, no. 2 (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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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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47

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

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Abstract (sommario):

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 experienc

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

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Wares, Arsalan. "Paper Folding Promotes Mathematical Thinking." Mathematics Teacher 108, no. 2 (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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Moffett, Pamela. "Learning to articulate mathematical thinking." Early Years Educator 20, no. 8 (2018): 18–20. http://dx.doi.org/10.12968/eyed.2018.20.8.18.

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