数学问题在二维算术中分析学生的元认知和创造性思维能力

Mohammad Tohir, Muhasshanah Muhasshanah
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引用次数: 3

摘要

本研究旨在分析学生在二维等差数列泛化过程中的元认知技能和创造性思维水平。定性描述是本研究中使用的一种科学方法。易卜拉欣大学Tarbiyah学院数学教育研究项目的学生为研究对象。通过这篇文章,作者将描述在组合学课程中的研究成果。最初的数据是通过给学生分配开放式问题解决作业和对学生进行基于函数公式生成算术泛化模式的文档研究来收集的。然后,分配给学生完成第二个任务,即基于排列算法的多级函数公式,编写一个二维等差数列。Miles和Huberman的分析模型是本研究使用的分析方法。收集到的数据表明,学生在组合数学方面的创造性思维能力水平可以处于足够创造性(16.67%)、创造性(50%)和非常创造性(33.33%)的范畴。而另一组分析数据显示,学生的元认知水平为三级(77.78%),其余为四级(22.22%)。这些分析结果受以下几个因素的影响:编数和展开数据的准确性、对等差数列概念的概念掌握及其应用、学生依赖记忆和模仿实例的倾向。
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MATHEMATICAL ISSUES IN TWO-DIMENSIONAL ARITHMETIC FOR ANALYZE STUDENTS' METACOGNITION AND CREATIVE THINKING SKILLS
This study aimed to analyze the level of students' metacognition skills and creative thinking in the generalization of a two-dimensional arithmetic sequence. A qualitative descriptive is a scientific approach used in this study. Students' of the Mathematics Education Study Program in Tarbiyah Faculty of Ibrahimy University are subjects in the study. Through this article, the author will describe the results of the research in the combinatorics course. The initial data was collected by assigning open problem-solving assignments to students and conducting documentation studies on students in generating arithmetic generalization patterns based on function formulae. Then, students are assigned to complete the second task, which is to compile a two-dimensional arithmetic sequence based on the multilevel function formula of arranged arithmetic. The analysis model of Miles and Huberman is the analytical methodology used in this study. The collected data indicated that the level of students’ creative thinking skills in combinatorics could be in the category of creative enough (16.67%), creative (50%), and very creative (33.33%). While the other analyzed data showed that the student’s level of metacognitive on level 3 (77.78%) and the remainder on level 4 (22.22%). These analysis results are influenced by several factors such as accuracy in compiling numbers and expanding data, conceptual mastery of arithmetic progression permutation concept, and its application, the tendency of students’ to rely on memorization and imitation of the examples.
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