Articoli di riviste: "Mathematical thinking"

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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 (March 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 (March 1985): 170–81. http://dx.doi.org/10.1080/00029890.1985.11971572.

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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 (September 18, 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 itu, paper ini juga membahas kaitan antara “Mathematical Thinking” atau berpikir matematis dengan ways of understanding dan ways of thinking. Kata Kunci: Mathematical Thinking; ways of understanding; ways of thinking Abstract:Early term of "Mathematical Thinking" refers to the term from a very famous book entitled Thinking Mathematically with the current number of citations reaching 1781. This book was written by John Mason with Leone Burton and Kaye Stacey in 1982. This book became a reference for several other researchers. In this book, the Mathematical Thinking process is divided into 2 pairs of processes, namely Specializing and Generalising then Conjecturing and Convincing. However, the meaning of mathematical thinking has changed according to developments from year to year. In addition, this paper also discusses the relationship between "Mathematical Thinking" with ways of understanding and ways of thinking.conclusions.

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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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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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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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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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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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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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Saefuloh, Nandang Arif, Wahyudin Wahyudin, Sufyani Prabawanto, Usep Kosasih, Samnur Saputra, Deti Ahmatika, and Iden Rainal Ihsan. "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 (September 30, 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 improving students' mathematical thinking skills based on the learning model and the level of self-efficacy. There is no significant interaction between the Learning Model and the Level of Self-efficacy in determining the increase in the average score of students' mathematical thinking abilities. Other findings show that students with low self-efficacy tend to have limitations in the ability to think mathematically in the process of conjecture and convincing. On the other hand, students with moderate and high self-efficacy have more complete mathematical thinking abilities, including specialization, generalization, conjecture, and convincing. However, in the process of conjecture and convincing, two sub-processes are found, namely knowledge modification using factual knowledge, contextual tools, or substantive thinking, as well as the process of selecting relevant information in solving problems. Therefore, the two groups are divided into four groups based on the way students use conjecture and convincing mathematical thinking abilities, namely: (1) students use specialization mathematical thinking skills based on the knowledge learned from the teacher, (2) students use specialization mathematical thinking abilities based on knowledge acquired in everyday life, (3) students use convincing mathematical thinking abilities by examining the formula used or based on knowledge learned from the teacher, and (4) students use convincing mathematical thinking abilities based on the knowledge obtained in everyday life (factual knowledge).

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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 (December 29, 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 and low levels of mathematical thinking. The results of this study indicate that the scaffolding technique can improve students' mathematical thinking. After receiving scaffolding, Students with high mathematical thinking skills can improve mathematical thinking from the reproduction and connection stages to the analysis stage. In contrast, students with low mathematical abilities can improve mathematical thinking from the reproduction stage to the connection stage after being given scaffolding.

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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 (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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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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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 (March 26, 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 paper defines it as a creative process involving prediction, induction, interpretation, description, abstraction, and reasoning. Aligned with Mason’s definition of mathematical thinking, the paper describes how this thinking aids students in understanding complex structures and solving problems quickly and flexibly.

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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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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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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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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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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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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 (October 1, 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 (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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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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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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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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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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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 (November 30, 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 indicated that (1) students' mathematical creative thinking abilities improved significantly when REACT learning was supported by dynamic assessments; (2) the average mathematical creative thinking ability of students in REACT learning enabled by dynamic assessments is superior to that of students in REACT learning; (3) there is a positive correlation between learning independence and mathematical creative thinking ability; and (4) the description of mathematical creative thinking ability is accurate. Students who demonstrate high learning independence perform admirably on all mathematical creative thinking abilities indicators. Students who have a moderate level of learning independence perform pretty well on the indicators of mathematical creativity. Students with a low level of learning independence demonstrate only one of the three indicators of mathematical creativity.

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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 (March 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 investigation type cooperative learning model implementation takes place following the steps of group investigation learning. The results of the ability to think analytically and communicate mathematically meet all indicators. The distinguishing indicator of analytical thinking ability is the most widely achieved, and the one that has yet to be completed much is the attributing indicator. So that students' analytical thinking skills have an analytical category. The most widely conducted indicator of mathematical communication ability is the indicator of expressing mathematical ideas in writing. What has yet to be widely achieved is the indicator of analyzing and evaluating mathematical concepts. So that students' mathematical communication skills have a mathematical category.

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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 (February 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 (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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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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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 (June 30, 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 learning activities and when solving matrix questions where students have fulfilled all four indicators of mathematical thinking ability seen from learning activities in The 2nd RPP namely deepening, guessing, generalizing, and convincing; 2) the ability to think mathematically to strengthen mathematical dispositions through collaboration between students and teachers is in accordance with the visible results of students' mathematical thinking abilities being met where students solve problems well and have indicators of ability to think mathematically and have an attitude of confidence, persistence, tenacity, in doing all math assignments and have a high curiosity in mathematics.

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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 (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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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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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 (June 3, 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 this research were 28 class VII students using qualitative descriptive methods. The instrument in this research used four essay questions and interviews on mathematical creative thinking abilities. The results of research on students' mathematical creative thinking abilities at SMPN 6 Siak Hulu obtained meager results. The average percentage for all indicators is 18%. 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 this research were 28 class VII students using qualitative descriptive methods. The instrument in this research used four essay questions and interviews on mathematical creative thinking abilities. The results of research on students' mathematical creative thinking abilities at SMPN 6 Siak Hulu obtained meager results. The average percentage for all indicators is 18%.

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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 (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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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 (April 30, 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 the mathematical reversible thinking ability of students on the material of flat-sided space geometry class VIII at SMPN 8 Bukittinggi. This type of research is a descriptive method that uses a quantitative approach. The subject retrieval technique uses purposive sampling technique. The subjects in this study were 29 students of class VIII.3 at SMPN 8 Bukittinggi. The research instruments used were written tests and interviews. The data analysis technique used by researchers is descriptive statistical data analysis technique. The results of this study indicate that the ability of reversible thinking mathematical class VIII.3 students at SMPN 8 Bukittinggi is categorised as moderate. Based on the results of the study, it is concluded that most students have not been able to master the ability of reversible thinking in flat-sided space geometry material.

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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 (March 12, 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, originality, and elaboration. The data in this study were analyzed using the value of the percentage of students who had done mathematical creative thinking problems that had been given and then compared based on gender. The results of the research that has been conducted revealed that overall, the ability of female students to think creatively mathematically is valued higher than the ability of male students to think creatively mathematically. This can be seen in terms of the proportion of overall value or certain aspects. Regarding fluency, male students score higher than female students, while female students score higher on flexibility, originality, and elaboration. It can be concluded that gender can affect students' ability to creative mathematical thinking skills.

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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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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 (July 7, 2021): 43–48. http://dx.doi.org/10.32764/joems.v4i4.549.

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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 have shown that many Indonesian students have difficulty in solving PISA like mathematics problems of space and shape content Therefore, in this study, PISA like mathematics problems of space and shape content was developed for students at the SMP/MTs level. The product is used as a mathematical activity in learning at school as an effort to support students' mathematical thinking. This study uses the Research and Development (R&D) method with the ADDIE model. The product trial results show that the product developed is valid and appropriate to support students' mathematical thinking. The final product received a response with "Good" criteria from students.

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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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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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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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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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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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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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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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