Mathematical Reasoning Skills Research Articles

The Impact of Mathematical Reasoning and Critical Thinking Skills on Mathematical Literacy Skills

For learning mathematics, mathematical skills are needed, some of which are mathematical reasoning skills, mathematical critical thinking skill, and mathematical literacy skills. This research aims to obtain information regarding the impact of mathematical reasoning and critical thinking skills on mathematical literacy skills. This research used a quantitative approach using an associative method with a correlational technique. The sample of this research was comprised 51 students who took integral calculus course in the Department of Mathematics and Mathematics Education, Faculty of Mathematics and Science in Universitas Negeri Jakarta, which were collected randomly using simple random sampling. The statistical analysis used in this research was multiple regression analysis. The results of this research showed that: 1) There was a positive impact of mathematical reasoning on mathematical literacy. 2) There was a positive impact of mathematical critical thinking skill on mathematical literacy. 3) There was an impact of both mathematical reasoning skill and mathematical critical thinking skill together on mathematical literacy. Further research is needed related to the impact of mathematical reasoning and critical thinking skills on mathematical literacy skills reviewed from the student’s initial mathematical skill. Keywords: critical thinking skills, mathematical literacy skills, mathematical reasoning

Applıcatıon Desıgns to Measure the Mathematıcal Reasonıng Skılls of Teacher Candidates

Mathematical reasoning can be defined as the ability of individuals to approach situations they encounter from a mathematical perspective, to investigate the cause and effect, to make sense of the situation, and to make reasoning that will help reach a logical conclusion by using mathematical concepts and symbols. The purpose of the research is to evaluate the mathematical application designs of primary school teacher candidates studying at Khoja Akhmet Yassawi International Kazakh-Turkish University in order to measure the mathematical reasoning skills of primary school students. For this purpose, at the primary school level, teacher candidates will be asked to (a) identify and use appropriate reasoning, (b) recognize and use mathematical knowledge / patterns / structures / general properties, (c) recognize different representations of the same data, (d) predict, (e) Developing logical arguments regarding the solution, (f) Deciding on the correctness of the solution/result, (g) Making generalizations, and (h) Solving non-routine problems. In this respect, the research was designed in the case study pattern, one of the qualitative research methods. The study group of the research includes a total of 16 teacher candidates representing different grade levels. Typical case sampling method was used to select the teacher candidates in the study group. Pre-service teachers were asked to develop application designs in which they could evaluate the mathematical reasoning sub-dimensions mentioned above. In the research, the theoretical framework was scanned, and an application was carried out to 16 teacher candidates and at the end of the application, the teacher candidates were able to design questions for all their reasoning skills. When the questions they prepared were evaluated, it was seen that the question objectives met some of those stated in the literature.

Development of The STAD Cooperative Learning Model : Enhancing Mathematical Reasoning and Communication Skills in Higher Education

This study aims to develop the STAD cooperative learning model specifically designed for mathematics education in a higher institution to impact students' reasoning and communication skills. The study holds significance in its comprehensive analysis, encompassing (1) Plomp Stage 1 Schematic: Preliminary Study; (2) Plomp Stage 2 Schematic: Development Study; and (3) Plomp Stage 3 Schematic: Assessment Study of the developed STAD learning model. The method employed was Research and Development (R&D), utilizing questionnaires, tests, and observations as data collection techniques. The present research involved students at a university in Padangsidimpuan, North Sumatra, Indonesia. The analysis techniques used were inferential statistics and descriptive statistics. The findings indicated that: (1) The preliminary study of the model was conducted based on needs analysis incorporating the curriculum, student, and learning materials; (2) The model’s development study, encompassing six phases, yielded a significant validation result of 3.84, categorized as ‘Good’; (3) The assessment study, in terms of practicality, obtained a score of 4.60 (considered ‘Good’), and effectiveness demonstrated positive significance in affecting students' reasoning and communication skills. The overarching conclusion drawn is that the research and development of the STAD learning model revealed significant positive impacts on students' reasoning and communication skills.

The Opportunities for Mathematical Reasoning Skills That Teachers Provide for Their Students in The Learning Environment

The acquisition of mathematical reasoning skills is directly related to the opportunities gained by the students in the learning environment. The complete lack or the rarity of such situations that support mathematical reasoning in the learning environment is an obstacle to conceptual learning. Therefore, it is important to investigate the extent to which different aspects of reasoning are encountered in teachers’ presentations and to convey the reflections of those from the learning environment. The objective of this study is to examine the opportunities for mathematical reasoning skills that teachers give to their students. A holistic case study design was used in the study process as a qualitative research approach. The study was carried out with two teachers working in public schools. Unstructured observations and video recordings conducted by the researchers were used to collect data, and content and descriptive analysis analyse the obtained data. When the teachers were evaluated regarding the opportunities for mathematical reasoning they provided in their classes, it was concluded that although these constitute a variety of opportunities, they present limited opportunities that could fully support mathematical reasoning. It is thought that offering limited opportunities in the learning environment may negatively affect students’ mathematical reasoning skills.

Development of learning video rotation using Palembang tanjak context to determine students’ mathematical reasoning

This research is essential as a starting point in using learning videos on rotation material assisted by the Palembang tanjak context so that students' mathematical reasoning abilities are good. This research aims to produce a learning video on rotation material using the Palembang tanjak context that is valid and practical, as well as to determine the potential effect of using videos on rotation material using the Palembang tanjak context on students' mathematical reasoning ability. PMRI and collaborative learning approaches were also used in this research. This type of research is a design research type of development studies. The subjects of this study involved 28 students of class IX.A. Data collection techniques were observation, tests, and interviews. The data analysis technique is descriptive. This research resulted in a learning video on rotation material using the context of Palembang tanjak, which was developed to be valid and practical and potentially affected students' mathematical reasoning ability with an average of 67.625. Learning videos on rotation material can be used to train students' mathematical reasoning skills within the Palembang Tanjak context.

THE EFFECT OF THE PROBLEM BASED LEARNING ON MATHEMATICAL REASONING AND PROOFING ABILITY IN TERMS OF LEARNING STYLE

Mathematics is the main foundation at various levels of education so that students need to be equipped with mathematics in order to have the ability to reason, think logically, systematically and critically in dealing with various problems. There are several factors that cause low reasoning abilities in schools, some of which are the use of learning methods or models while in class. An appropriate learning model for students can improve mathematical reasoning and proving abilities. Learning styles which are divided into three, namely visual, auditory and kinesthetic can also be a factor in low reasoning abilities. The purpose of this study is to identify the impact of the Problem Based Learning model on mathematical reasoning and proof skills, taking into account variations in learning styles. The population in this study were all 8th grade student at SMP Negeri 1 Gatak. The samples taken were two classes taken randomly using simple random sampling technique. This research is a quantitative research with a quasi experiment. The instruments used in this study consisted of a learning style questionnaire, pretest and posttest. The findings from this study are as follows: 1) The use of the Problem Based Learning (PBL) model has a significant impact on students' abilities in mathematical reasoning and proof; 2) Learning style has no effect on students' mathematical reasoning and proving abilities; 3) No interaction was detected between learning models and learning styles in influencing students' mathematical reasoning and proving abilities.

Analysis of Mathematical Reasoning Ability of Class XI Students at Bina Husada Mandiri Bekasi Vocational School on Sequences and Series Material

The aim of this research is to analyze students' mathematical reasoning abilities on sequence and series material. This research was conducted on class XI students of Bina Husada Mandiri Vocational School. This research is descriptive qualitative research. The research subjects taken were 30 class XI students using data collection techniques using purposive sampling. The research results showed that students with low ability were 26.67% with 8 students and those with medium ability were 53.33% with 16 students. Meanwhile, students with high abilities were recorded at 20% with a total of 6 students. Thus, in the sequence and series material, class XI students at Bina Husada Mandiri Vocational School have mathematical reasoning abilities in the medium category. Mathematical reasoning abilities can be developed and improved with support and appropriate learning approaches. With a holistic and focused approach, students can better internalize mathematical concepts and obtain optimal mathematical reasoning skills, thereby increasing the effectiveness of learning on sequence and series material

Analisis Proses Berpikir Siswa Pada Materi Persamaan Kuadrat Berdasarkan Kemampuan Penalaran Matematis

Students' mathematical reasoning skills are very important in understanding mathematical concepts and solving mathematical problems. The lack of students' reasoning ability can affect student learning outcomes that do not reach the target so it needs to be honed in order to realize appropriate learning outcomes. The purpose of this research is to find out students' thought process in solving quadratic equation problems based on mathematical reasoning ability. The type of research used is qualitative research, and uses a descriptive approach. The source of data in this research is class IX students totaling 22 students with the subject selected 3 students. The data analysis technique in this research is qualitative data analysis. From the test results of students' mathematical reasoning abilities are categorized based on the assessment reference. Researchers categorized it into 3 categories, namely high, medium, and low. Based on the results of tests and interviews, students in the high category can fulfill 4 indicators well. Students in the medium category were only able to fulfill indicators 1 and 2 well, for indicator 3 could not be fulfilled well so they could not fulfill indicator 4. Subject 3 in the low category was only able to fulfill indicator 2 well. Indicators 1 and 3 were not well met.

The Impact of the Creative Problem-Solving (CPS) Learning Model on the Mathematical Reasoning Skills of 8th-grade Junior High School Students Studying Systems of Linear Equations with Two Variables

The goal of this research is to examine the effect of the Creative Problem Solving (CPS) Learning Model on Students’ Mathematical Reasoning Abilities in the Topic of Systems of Linear equations with Two Variables for 8th-grade students in a Public Junior High School I Jabung of Malang. This study used an Experimental Design. The research subjects consist of 60 students from two groups. The sampling technique used is Random Cluster Sampling. The research instrument used is a test. The data analysis techniques include descriptive statistics, inferential statistics, and SPSS. The results of this study indicate a significant effect of the creative problem-solving Learning model on students’ mathematical reasoning abilities. This is evident from the average score in the experimental group, which is 72.600, and the average score in the control group, which is 2.200. Based on the results of the inferential statistical analysis, the post-test value obtained is t-value = 0.694, which is greater than the t-table value of 0.58. Therefore, the null hypothesis (H0) is injected, and the alternative hypothesis (H1) is accepted. This means that the Creative Problem-Solving learning model significantly affects students’ mathematical reasoning.

Kevalidan dan Kepraktisan LKPD Berbasis PBL terhadap Kemampuan Penalaran Matematis pada Materi Relasi dan Fungsi

The development of student-based worksheets Problem-Based Learning (PBL) was an alternative to overcome the lack of mathematical reasoning skills in the subject of Relations and Functions. This study aims to produce worksheets based on PBL on relations and functions that are valid and practical for mathematical reasoning abilities. The type of research used was a development study using the development flow preliminary research and prototyping stage (formative evaluation Tessmer groove). The subjects of this study were students of class VIII SMP Negeri 19 Palembang. The data collection techniques used were walkthroughs in the form of an expert questionnaire, student questionnaires, interviews, and documentation. Data validation student worksheets obtained with 3 validators and practicality data obtained from practicality questionnaires given to students. The results showed the validity based on 3 validators who said it was valid and feasible to use, the practicality percentage was 82.33% in the very practical category with an average percentage of students' mathematical reasoning abilities of 83% in the very practical category. So it would be concluded that PBL-based student worksheets on the material of relations and functions tested are valid and practical for mathematical reasoning abilities.

Effect of the Montessori Method Integrated with Collaborative Learning on Early Mathematical Reasoning Skills

Araştırmanın amacı, okul öncesi dönemde işbirlikli öğrenme ile bütünleştirilmiş Montessori Metodu'nun matematiksel muhakeme becerileri üzerindeki etkisini araştırmaktır. Çalışma grubu, deney grubunda 15, kontrol grubunda 15 olmak üzere toplam 30 çocuktan oluşmaktadır. Çalışma, deney grubunda işbirlikli öğrenme etkinlikleriyle bütünleştirilmiş Montessori Yöntemi destekli matematik öğretimi, kontrol grubunda ise MEB Okul Öncesi Öğretim Programı (2013) destekli matematik öğretimi ile yürütülmüştür. Veri toplama aracı olarak “Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı” kullanılmış, veriler cinsiyet ve akıl yürütme değişkenleri doğrultusunda Mann-Whitney U Testi ile analiz edilmiştir. İşbirlikli öğrenme ile bütünleştirilmiş Montessori Yöntemi ile desteklenmiş Matematik dersi alan deney grubu öğrencileri ile MEB Okul Öncesi Öğretim Programı (2013) destekli Matematik dersi alan kontrol grubu öğrencilerinin performansları karşılaştırıldığında, deney grubu lehine anlamlı bir fark bulunmuştur. grup belirlendi. Ancak deney ve kontrol grubu öğrencilerinin muhakeme becerilerinde cinsiyete göre anlamlı bir farklılık saptanmamıştır.

Mathematical Reasoning Ability as a Tool to improve Mathematical Literacy

Mathematical reasoning is one of the competencies needed to improve mathematical literacy. Mathematical reasoning is very influential in relation to other sciences and in daily life. This research is a descriptive research with the purpose of describing mathematical reasoning ability of Semester 1 students of Mechanical Engineering Study Program of Balikpapan University. The result of the research shows that there is a good mathematical reasoning in Mechanical Engineering 1st Semester Class A1 Academic Year 2023/2024. With good mathematical reasoning, it can be said that their mathematical literacy is also good enough. Mechanical Engineering students who have good mathematical reasoning will be very supportive in understanding other sciences, especially science in the field of Mechanical Engineering. The problems that arise in the process of mathematical reasoning of Mechanical Engineering Semester 1 students include not understanding the meaning of the problem command, difficulty starting the work steps, lack of accuracy when operating numbers, inability to use certain theories / formulas / rules in solving problems, inability to conclude answers, usually the answer only stops at the calculation result without concluding the results. For students whose achievement of mathematical reasoning ability indicators is still low, it can be helped by often practicing working on problems that require mathematical reasoning. This is one way for teachers to improve their students' mathematical reasoning skills.

Faktor yang memengaruhi keterampilan penalaran matematis di sekolah dasar: systematic literature review

<p><em>Mathematical reasoning skills are one of the most important skills mastered to support the 21st century. The purpose of this research is to systematically search for literature on factors that affect the ability of mathematical reasoning in elementary schools. Searched literature for journal papers published in the 2013-2023 period. The literature criteria used are articles that specifically discuss factors that affect mathematical reasoning skills. According to the results of the search, 4 selected articles that meet the requirements. The review shows that mathematical reasoning abilities are affected positively and significantly by initial knowledge and self-accusations. Therefore, teachers need to develop self-efficacy and early knowledge to support the ability of mathematical reasoning. The conclusion of the study can be used as a reference for further research. As for the practical implications, students are expected to increase self-efficacy and develop their initial abilities so that their reasoning skills also increase., By increasing the ability of mathematical reasoning, the purpose of learning can also be achieved.</em></p>

Mathematical Reasoning Ability and Mastery of Science Concepts in High School Students

Mathematics arises because the human mind deals with ideas, processes and reasoning. The thought process carried out during science activities is a form of thinking called reasoning. In studying the concepts of Natural Sciences (IPA) requires two types of reasoning, namely deductive reasoning (deduction) and inductive reasoning (induction). Both types of reasoning help students think creatively, critically, analytically, meticulously and logically in dealing with everyday life problems. The purpose of this study is for students' ability to do mathematical reasoning, and examine the mastery of science concepts (Physics and Biology) in students of SMA Negeri Kodya Banda Aceh. The research method used is descriptive and correlational, to describe the ability of mathematical reasoning and mastery of science concepts (Physics and Biology). The subjects of the study population were all grade II students of SMA Negeri Kodya Banda Aceh. While the research sample subjects used were six classes from one of the Kodya State High Schools Banda Aceh which were determined purposively by the curriculum field. Research instrument to capture mathematical reasoning ability data using the Mathematical Reasoning Ability Test (TKPM). And mastery of the science concept using the Science Concept Mastery Test (TPKIPA) in the form of a description. As well as using the average value statistic ( ) and using the chi-squared formula (x2). The results of the study that mathematical reasoning skills in learning science concepts (Physics and Biology) on average are still in the category of lacking. The ability to reason mathematics has a high relationship with mastery of science concepts in high school students.

PENGARUH LKPD BERBASIS VIDEO PEMBELAJARAN INTERAKTIF PADA SISWA MI/SD TERHADAP KEMAMPUAN PENALARAN MATEMATIS

The purpose of this research is to see the effect of Interactive Learning Video-Based Mathematics Learner Worksheets in an effort to improve mathematics-based reasoning skills in elementary school students. This research is quantitative using the type of one group pretest-posttest design, trying to answer how the Interactive Learning Video-Based Mathematics Learner Worksheet has a positive effect in learning mathematical reasoning of elementary school students. Data collection techniques using tests are tested with statistical tests in the form of t-tests. This study found that Interactive Learning Video-Based Mathematics Learner Worksheets positively influenced students' mathematics-based reasoning learning, indicated by the average difference between the pretest and posttest groups. The ease and flexibility of access to the Learner Worksheet system provides a wide opportunity for students to study it repeatedly when and where the student is able. Another finding, after the application of learning, students are able to perform mathematical manipulations well, provide reasons or evidence for the correctness of the solution quite well, draw conclusions from statements very well, and check the validity of an argument well. The habituation of mathematical reasoning structure will make students more accustomed and have good mathematical reasoning skills.

Mathematical Reasoning Skills as a Predictive of Number Sense

Mathematical Reasoning Skills as a Predictive of Number Sense

ELEKTRONIK LEMBAR KERJA PESERTA DIDIK (E-LKPD) BERBASIS DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS

Discovery learning is a learning model that is useful for developing students' mathematical reasoning skills. This research aims to develop E-LKPD based on discovery learning that are valid, practical, and effective. This research uses the ADDIE approach (Analysis, Design, Development, Implementation, and Evaluation). Product testing carried out included limited field trials to 10 students and extensive field trials to 24 students of SMP Negeri 1 Gondanglegi, Malang Regency. Data collection techniques utilize expert validation sheets, E-LKPD practicality questionnaires, and mathematical reasoning test sheets. The product validity tests conducted by experts (material, learning, and media experts) are declared valid with a score of 3.44. The product practicality test's results based on student responses obtained a score of 3.42 so it’s declared practical. The product effectiveness test's results obtained a completeness percentage of 70.8% and declared effective in learning activities. Students' reasoning ability is said to improve based on their test results. This study concludes that the E-LKPD based on Discovery Learning is valid, practical, and effective and can improve the students’ mathematical reasoning ability. It’s hoped that the E-LKPD developed used as mathematics teaching materials.

Designing for Learning: Key Decisions for an Open Online Math Tutor for Elementary Students

Usable Math available at https://usablemath.org/ is being designed as an open online tutor for elementary school math students and teachers in the USA. It provides interactive problem solving for 3rd through 6th grade students who are learning mathematical reasoning and computation skills through word problems. Using the system, students and teachers access standardized test questions and then receive math learning strategies from four virtual coaches — Estella Explainer, Chef Math Bear, How-to Hound, and Visual Vicuna — who offer words, images, pictures, charts, graphs, animations, and gifs to support students to read, compute, and think strategically and visually as math problem solvers. This paper describes six key decisions influencing the design and development of the system: (1) four coaches, each with a different approach to math problem solving; (2) Google Slides as an online platform for the system; (3) a click-to-see method for students’ and teachers’ control of the system; (4) growth mindset feedback statements after every problem; (5) invitations for students to write their own math problems and problem solving strategies; and (6) ways for teachers to utilize the system for classroom learning.

Enhancing Mathematical Reasoning in Primary School with the Strategic Board Game Othello

This study explores how the board game Othello can enhance primary school students' mathematical reasoning. Mathematical reasoning is increasingly emphasized in international mathematics curricula, yet both teachers and students face challenges in teaching and learning this important skill. Research shows that strategic games, like Othello, can develop thinking abilities related to mathematical reasoning by providing a context for students to engage in reflective thinking, anticipate future moves, and develop reasoning strategies. However, there is a need to understand how teachers can effectively utilize these games in the classroom to foster mathematical reasoning. We address this, through a design-based research approach consisting of a hermeneutic literature study and the development of design principles for a teaching intervention in a fifth-grade classroom. Data from the intervention is collected through participant observations and group interviews. The findings suggest that Othello can serve as a context for students to engage in mathematical reasoning by making and justifying claims and presenting logical arguments. The study proposes three design principles to scaffold mathematical reasoning during Othello gameplay. These principles focus on introducing and reinforcing the use of the "if...then" formulation, promoting exploratory talk, encouraging reflection on strategies, and fostering collaborative reasoning. The results indicate that the design principles positively impacted students' ability to reason mathematically. This paper contributes to the field of mathematics education and game-based learning by providing a practice-oriented perspective on designing mathematical instruction for reasoning using a specific board game in a primary school setting. The findings offer insights into the potential of strategic board games like Othello to enhance students' mathematical reasoning skills. The design principles proposed in this study can guide teachers in developing effective instructional approaches to support students' mathematical reasoning development.

Enhancing Junior High School Students’ Reasoning of Linear Equations Using GeoGebra Software

The important role of visual representations in supporting students’ learning of geometry concepts and their reasoning is well established. GeoGebra is dynamic and interactive software that can assist students in exploring mathematical concepts effectively. This research aims to examine the effectiveness of GeoGebra in enhancing eighth-grade students’ mathematical reasoning on the topic of linear equations. The study used a quantitative approach with a non-equivalent control group design by applying GeoGebra. Data were obtained through interviews and a mathematical reasoning ability test. The interviews were analyzed descriptively, and the reasoning test was analyzed using dependent t-tests. The findings revealed that GeoGebra significantly helps students’ to have a better understanding of linear equation properties, such as the gradient of parallel, coincident, perpendicular, and intersecting lines. The mathematical reasoning test revealed that learning with GeoGebra can improve students’ mathematical reasoning skills, specifically in linear equations. Teachers are encouraged to incorporate GeoGebra, as its visualization function enables students to explore linear equation properties.