基于热点的学生数学推理能力分析

S. Herawati, Puspa Amelia
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引用次数: 1

摘要

本研究旨在分析学生在解决高阶思维技能(HOTS)问题时的数学推理能力,并确定学生对HOTS问题的理解水平。研究方法为定性描述,共12个研究对象。根据测试结果,将被试的推理能力分为高、中、低3类。结果表明,推理能力较强的学生在实际分析解题的各个阶段都能很好地完成7项数学推理指标,并能对HOTS级别的问题进行分析和创造。推理能力中等的学生只能完成数学推理的几个指标,即提出书面陈述、按计划解决问题和再次检查。推理能力低的学生不能很好地理解问题,所以学生不能解决问题。根据问卷调查的结果,46.67%的学生能够很好地理解HOTS问题,33%的学生不能计划解决方案,即写下回答问题时所知道的信息,33%的学生不能检查论点的有效性并根据证据得出结论。进一步得到学生数学推理能力与学生对hot -oriented problem理解水平之间的关系,满足线性回归方程Y = 71.574 + 0.009X。该模型表明,学生对热点问题的理解水平对学习结果有积极的影响。根据研究结果,建议教师提供更多与证明相关的培训,以提高学生的数学推理能力。
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ANALYSIS OF STUDENT’S MATHEMATICAL REASONING ABILITY IN SOLVING MATHEMATICAL PROBLEM BASED ON HOTS
This study was focused onanalyzing student’s mathematical reasoning abilities in solving Higher Order Thinking Skill (HOTS) problems anddetermining the level of student understanding of HOTS questions. The researchmethod is qualitative descriptive with 12 subjects. Based on the results of the test, the subject’s reasoning abilities were grouped into 3 categories of reasoning abilities, namely high, moderate and low. The results showed that students who had high reasoning abilities were able to fulfill the 7 mathematical reasoning indicators very well at each stage of real analysis problem solving and were able to work on HOTS levelquestions to analyze and create. Students with moderate reasoning abilities were only able to fulfill several indicators of mathematical reasoning, namely presenting written statements, solving problems as planned and checking again. Students who had low reasoning abilities were not able to understand the questions well, so students cannot solve it. Based on the results of the questionnaire, it was concluded that 46.67% of students could understand the HOTS problem well, 33% of the students could not plan the solution, namely writingdown the information that was known in answering the questions, and 33% of the students were not able to check the validity of an argument and draw conclusions on the evidence. Furthermore, it was obtained the relationship between student’s mathematical reasoning abilities and the level of student understanding of HOTS-oriented questions which fulfilled the linear regression equation Y = 71.574 + 0.009X.This model showed that the level of student understanding of HOTS-oriented questions had a positive effect on learning outcomes. Based on the research results, it was suggested that lecturers provide more training related toproof with the aim of improving students' mathematical reasoning abilities.  
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