Communication and Mathematic reasoning: Theory of planned behavior and inquiry

Abdul Aziz, Iswahyudi Joko Suprayitno

Abstract


The purpose of this study is to investigate the aspects of communication and mathematical reasoning. In investigating the aspects of mathematical communication with an inquiry approach, of course there are several things observed related to learning mathematics. The focus of the material aims at observing communication and mathematical reasoning within the framework of inquiry, and the theory of planned behavior (TPB) is geometry and algebra. The research method used a qualitative research by looking at case studies with research subjects consisting of 31 prospective mathematics teachers in Semarang city. From the aspect of communication and mathematical reasoning that exists, it can be seen from the answers of 31 prospective mathematics teachers with an authentic point of view of inquiry and a theory of planned behavior for problem solving. From the observation, several cognitive processes are adapted to the authentic framework of inquiry and the theory of planned behavior for algebra and geometry material. In reasoning, a wedge appears between mathematical reasoning and communication adapted to the framework of inquiry and the theory of planned behavior. The contribution of this study is to determine the communication framework and mathematical reasoning from the theoretical aspects of planned behavior and inquiry. It is important to know aspects of communication and mathematical reasoning from a different perspective.


Keywords


communication; inquiry; reasoning; theory of planned behavior

Full Text:

PDF

References


Arbaugh, J. B. et al. (2008). Internet and Higher Education Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education. Elsevier Inc., 11(3–4),133–136. doi: 10.1016/j.iheduc.2008.06.003.

Berkowitz, M. W. and Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies. 20(2), 131–142. doi: 10.1080/13598130903358493.

Buyung, B., Sumarli, S. and Rosmaiyadi, R. (2020). Development of problem based learning based on ethnomatematics to support students mathematics literacy ability and self-confidence. AIP Conference Proceedings, 2268. doi: 10.1063/5.0017833.

Cooke, B. D. and Buchholz, D. (2005). Mathematical communication in the classroom: A teacher makes a difference. Early Childhood Education Journal, 32(6), 365–369. doi: 10.1007/s10643-005-0007-5.

Hartinah, S. et al. (2019). Probing-prompting based on ethnomathematics learning model: The effect on mathematical communication skills. Journal for the Education of Gifted Young Scientists, 7(4), 1–16. doi: 10.17478/jegys.574275.

Herawaty, D. et al. (2019). The Improvement of the Understanding of Mathematical Concepts through the Implementation of Realistic Mathematics Learning and Ethnomathematics. 295(ICETeP 2018), 21–25. doi: 10.2991/icetep-18.2019.6.

Kaya, D. and Aydin, H. (2016). Elementary mathematics teachers’ perceptions and lived experiences on mathematical communication. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1619–1629. doi: 10.12973/eurasia.2014.1203a.

Komatsu, K. (2021). Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning. Educational Studies in Mathematics. doi: 10.1007/s10649-021-10086-5.

Kosko, K. W. and Wilkins, J. L. M. (2010). Mathematical communication and its relation to the frequency of manipulative use. International Electronic Journal of Mathematics Education, 5(2), 79–90.

Lim, C. S. and Chew, C. M. (2007). Improving mathematical communication ability and self regulation learning of yunior high students by using reciprocal teaching. Journal on Mathematics Education, 4(1), 59–74.

Lomibao, L. S., Luna, C. A. and Namoco, R. A. (2016). The Influence of Mathematical Communication on Students’ Mathematics Performance and Anxiety. American Journal of Educational Research, 4(5), 378–382. doi: 10.12691/education-4-5-3.

MacFarlane, K. and Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education. Elsevier Ltd, 29(1), 46–52. doi: 10.1016/j.tate.2012.08.006.

Pantaleon, K. V., Juniati, D. and Lukito, A. (2018). The oral mathematical communication profile of prospective mathematics teacher in mathematics proving. Journal of Physics: Conference Series, 1108(1). doi: 10.1088/1742-6596/1108/1/012008.

Rattan, A., Good, C. and Dweck, C. S. (2012). It’s ok - Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology. Elsevier Inc., 48(3), 731–737. doi: 10.1016/j.jesp.2011.12.012.

Sadaf, A., Newby, T. J. and Ertmer, P. A. (2012). Exploring factors that predict preservice teachers’ intentions to use web 2.0 technologies using decomposed theory of planned behavior. Journal of Research on Technology in Education, 45(2), 171–196. doi: 10.1080/15391523.2012.10782602.

Sanchez, T. R. and Stewart, V. (2006). The Remarkable Abigail: Story-Telling for Character Education. The High School Journal, 89(4), 14–21. doi: 10.1353/hsj.2006.0008.

Santos, M. (2019). Units of Measurement in Social Practices: An Ethnomathematic Study. American International Journal of Contemporary Research, 9(2), 32–39. doi: 10.30845/aijcr.v9n2p4.

Siddiky, R. (2021). Association between Students Inattentiveness to Study and their Psychological Conditions during the COVID-19 Pandemic. Asian Journal of University Education, 17 (2), 27-38.

Sinclair, N. and Heyd-metzuyanim, E. (2014). Learning Number with TouchCounts : The Role of Emotions and the Body in Mathematical Communication. Journal: Technology, Knowledge, and Learning, 1(2). doi: 10.1007/s10758-014-9212-x.

Sukoriyanto, J. et al. (2016). Students thinking process in solving combination problems considered from assimilation and accommodation framework. Educational Research and Reviews, 11(16), 1494–1499. doi: 10.5897/err2016.2811.

Sundayana, R. et al. (2017). Using ASSURE learning design to develop students’ mathematical communication ability. World Transactions on Engineering and Technology Education, 15(3), 245–249.

Swan, K., Garrison, D. R. and Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, 43–57. doi: 10.4018/978-1-60566-654-9.ch004.

Syamsuri et al. (2016). Characterization of students formal-proof construction in mathematics learning. Communications in Science and Technology, 1(2), 42–50. doi: 10.21924/cst.1.2.2016.2.

Williams, D. D. et al. (2003). Character education in a public high school: A multi-year inquiry into unified studies. Journal of Moral Education, 32(1), 3–33. doi: 10.1080/0305724022000073310.

Yang, E. F. Y. et al. (2016). Improving Pupils ’ Mathematical Communication Abilities Through Computer-Supported Reciprocal Peer Tutoring Linked references are available on JSTOR for this article : Improving Pupils ’ Mathematical. International Forum of Educational Technology & Society, 19(3), 157–169.




DOI: https://doi.org/10.22515/jemin.v1i2.4281

Refbacks

  • There are currently no refbacks.