Investigating Fifth-Grade Students’ Construction of Mathematical Knowledge through Classroom Discussion

Abdur Rahman As’Ari,Cholis Sa’Dijah,Makbul Muksar,Rini Setianingsih

doi:10.29333/iejme/619

Abdur Rahman As’Ari, Cholis Sa’Dijah + Show 2 more

Open Access

https://doi.org/10.29333/iejme/619

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Abstract

This study is descriptive-qualitative in nature, aims to examine, (1) How do the students construct the mathematical knowledge (i.e. statistics for elementary school) through classroom discussion?, (2) What role are the students and the teacher playing in the discussion?, (3) What impact do their contributions have in the construction of new mathematical knowledge? As subjects of this study are 21 fifth-grade students of SD Labschool Unesa. Data were collected by using observation sheets, and by videotaping the class lessons with three cameras. The results suggest that both the teacher and the students participated actively in small group discussion, and played the majority of roles offered in an effective discussion. At the end of the lesson, there was a whole class discussion that functioned as meaning negotiation – to facilitate the students to share solutions and strategies with the whole class, and promote student reflection on the different strategies. This suggests that even ‘difficult materials’ can be successfully constructed by fifth-grade students using classroom discussion. Therefore, it is suggested that classroom discussion can be chosen as one of learning methods in a mathematics classroom in which the teacher provides appropriate mathematics contents and uses productive strategies to facilitate the learning processes.

Highlights

Nowadays, some mathematics teachers are still worried about content coverage, which can be distinguished by their efforts to tell the students everything they need to know
Students should be able to listen effectively to translate or decipher the meaning of knowledge, values, attitudes, and goals. They should be able to communicate on a wide range in different groups and environments. Parallel to this point of view, NCTM (2000) and Nathan and Knuth (2003) stated that learning mathematics is viewed as a social endeavor in which mathematics classroom functions as a community where thinking, talking, agreeing, and disagreeing are encouraged
The aim of this study is to answer the following questions, (1) How do the students construct the mathematical knowledge through classroom discussion?, (2) What role are the students and the teacher playing in the discussion?, (3) What impact do their contributions have in the construction of new mathematical knowledge?

Summary

Introduction

Some mathematics teachers are still worried about content coverage, which can be distinguished by their efforts to tell the students everything they need to know. Creativity, critical thinking skills, communication and collaboration, which are called as the 'Four Cs' (NEA, 2016; As’ari, 2016). In an effort to focus on providing 4C skills, mathematics learning should elaborate aspects of critical thinking and problem solving, communication and collaboration, and creativity and innovation (Partnership for 21st Century Skills, 2011). Students should be able to listen effectively to translate or decipher the meaning of knowledge, values, attitudes, and goals. They should be able to communicate on a wide range in different groups and environments

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