Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

This study aims to analyze errors made by students in solving mathematical arguments based on Bloom’s Taxonomy. It is a quantitative descriptive study. As many as 72 students of a senior secondary school were involved as the participants. The Mathematical Argumentation Ability Test (TKAM) was develo...

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Vydané v:Journal for the education of gifted young scientists Ročník 8; číslo 2; s. 711 - 721
Hlavní autori: INDRAWATİNİNGSİH, Nonik, -, Purwanto, AS'ARİ, Abdur, SA'DİJAH, Cholis
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Chelmsford Genç Bilge (Young Wise) Publishing 2020
Predmet:
Addition
Blooms taxonomy
Cognitive Ability
Departments
Error analysis
Evaluative Thinking
Evidence
Gifted
Gifted education
Inferences
Learner Engagement
Learning Processes
Logical Thinking
Mathematical Concepts
Mathematical problems
Mathematics education
Mathematics Skills
Misconceptions
Natural Sciences
Outcomes of Education
Periodicals
Scientists
Special Needs Students
Symbols (Mathematics)
Taxonomy
Thinking Skills
Validity
ISSN:2149-360X, 2149-360X
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Shrnutí:This study aims to analyze errors made by students in solving mathematical arguments based on Bloom’s Taxonomy. It is a quantitative descriptive study. As many as 72 students of a senior secondary school were involved as the participants. The Mathematical Argumentation Ability Test (TKAM) was developed based on the cognitive domain of Bloom’s Taxonomy (C1 to C6), and later distributed to the participants. The scores obtained from the test were analyzed. The results show that only 31% of students pass the test while 69% of students fail. Many students do not pass the test due to procedural errors and conceptual errors in solving the problems. Furthermore, based on Bloom’s Taxonomy, students who able to solve the problems only achieve the C3 level of cognitive domain, namely the ability to draw conclusion arguments
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:2149-360X
2149-360X
DOI:10.17478/jegys.654460