Abstract
The Advanced Mathematical Thinking (AMT) ability is one of the prioritized mathematical abilities needed to be developed in learning mathematics during tertiary education. The present study sought to test the effectiveness of hybrid learning in improving students' advanced mathematical thinking. The research used a quasi-experimental design with a non-equivalent control group design. The subject of this study was students of a mathematics education study program at a university in Bandung who attended lecture for the multi-variable in a calculus course. The sampling technique used was purposive sampling. Of the many variable calculus classes consisting of 2 classes, one class was chosen as the experiment group and the other class as the control group. The sample consists of 40 people for each group. Data analysis used the MANOVA test with normality and homogeneity tests as a prerequisite test. The results showed a difference in AMT's significance between the hybrid learning and conventional groups, where hybrid learning had a higher AMT. Other than that, there is a difference in the significance of AMT between the high motivation group and the low motivation group, where high motivation has a higher AMT, and there is an interaction of learning models and motivational factors to increase AMT. Doi: 10.28991/esj-2021-01288 Full Text: PDF
Highlights
Advanced Mathematical Thinking (AMT) is a mathematical thinking process that includes of representation, abstraction, the relationship between representation and abstraction, creativity, and mathematical evidence [1, 2]
The following shows the MANOVA results for the AMT variable based on the learning model factors and motivation factors
The second hypothesis is that the MANOVA test results based on the motivation factor for AMT obtained an F test value of 14.533 and a significance of 0,000. These results indicate a significant difference (p
Summary
Advanced Mathematical Thinking (AMT) is a mathematical thinking process that includes of representation, abstraction, the relationship between representation and abstraction, creativity, and mathematical evidence [1, 2]. Watson has tested new students who excel in high school and found many misconceptions about mathematical concepts [4]. This is because students tend to experience difficulties in obtaining the essence of abstract mathematical concepts and difficulties in constructing the expected general form [5]. The problem is an abstraction which is a fundamental process in the form of mathematics. Mathematical concepts are often abstracted from several forms of representation [10]. It is because students tend to have difficulty obtaining the essence of abstract mathematical concepts [13]. Cribbs (2013), said that students generally still experience difficulties in constructing the expected general form [14]
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