Gender perspective in mathematical thinking ability

Abstract

Mathematical thinking Ability in this research includes mathematical problem solving and mathematical representation. Mathematical problem solving and mathematical representation is important for students in the Study Program of Mathematics Education. Some research findings suggest that gender perspective affects not only differences in students’ mathematical thinking Ability, but also influences in students’ mathematics learning process. The primary purpose of this research is to analyze the gender perspective comprehensively in the achievement of students’ mathematical thinking Ability as the result of the implementation of Calculus Textbook that supported with GeoGebra. This research used quantitative methods. The population of this research consisted of all students in the mathematics department a university in Central Java, Indonesia. The sample was groups of students in the Study Program of Mathematics Education who enrolled in Integral Calculus course. From these study programs, sample groups were selected randomly. This research used various instruments: Test of Mathematical Thinking Ability, and Observation Sheets. The data were analyzed by using t-test. From this research, it can be concluded that The achievement of the students’ Mathematical Thinking Ability in terms of gender perspectives give no different results.