High School Students’ Generalization Viewed from Logical-Mathematical Intelligence (original) (raw)
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Logical Intelligence And Problem Solving Ability In Mathematics Among Secondary School Students
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International Journal of Physics & Mathematics, 2018
The objectives of this research were to figure out the contribution of prior knowledge, appreciation of mathematics and logical-mathematical intelligence toward the ability to solve mathematical problems as well as to explore the errors made by students in solving mathematical problems concerning polyhedron. The population of this research consisted of 3,583 students of grade IX of all state middle schools across over Denpasar City. The sampling technique we used was a stratified cluster random sampling technique with samples number of 553 students. The type of this research is ex-post facto research with path analysis technique. The data were collected by using questionnaires and carrying out a mathematical ability test. Furthermore, the kinds of students answers on the ability to solve mathematical problems were analyzed to study the errors made by the students. The results of the research show two regression relationships, namely X3 = 0.523X1 + 0.636X2 + 0.506ɛ3 and Y = 0.640X1 + 0.264X2 + 0.280X3 + 0.311ɛY. The first regression relationship indicates that (1) the contribution of mathematical appreciation towards prior knowledge is of 52.3 percent, and (2) the contribution of logical-mathematical intelligence towards prior knowledge is of 63.3 percent. Whereas the second regression relationship describes that (1) the direct contribution of mathematical appreciation towards the ability of solving mathematical problems is of 64 percent, and the indirect contribution is of 14.6 percent, (2) the direct contribution of logical-mathematical intelligence to the ability of solving mathematical problems was is of 26.4 percent, and the indirect contribution is of 17.8 percent, (3) the direct contribution of prior knowledge towards the ability solving mathematical problems is of 28 percent, (4) the mathematical appreciation and logical-mathematical intelligence contributed simultaneously towards prior knowledge is of 74.4 percent, (5) the mathematical appreciation, logical-mathematical intelligence, and prior knowledge contributed simultaneously towards the ability to solve mathematical problems is 90.3 percent. Furthermore, based on the analysis of students answers in mathematical ability test showed that the students still made errors in the concept of prior knowledge, in interpreting questions and weaknesses in arithmetic skills related to logical-mathematical intelligence.
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This research is based on the importance of logical-mathematical thinking skills in solving logical-mathematical problems. The research purpose is to describe high school students' logical thinking abilities on geometric transformation material in terms of mathematical self-concepts. The research used a qualitative approach, with the research subject as many as six students of 12th grades science class from one of Bandung Regency high schools selected by sampling technique. Students' logical thinking ability is known from the test scores in solving compiled problems. The score refers to logical-mathematical thinking ability indicators, and the problem-solving technique refers to the Polya stages. Data analysis techniques used are data reduction, data presentation, descriptive statistical calculations, and conclusions/verification. The results showed that the overall students’ logical-mathematical thinking ability in the geometry transformation material is in the medium categ...
The Cognitive Structure of Students in Understanding Mathematical Concepts
Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2019
The mathematics was a difficult subject for students to study in senior high school. The purpose of this study was to determine the role of cognitive structure of students in understanding mathematical concepts. The Samples were randomly selected as many as 140 students from the whole students of senior high school at the Kota Bengkulu. There are two the latent variable. It was the ability to understanding math concepts and cognitive structure. There are two and seven indicator variables, respectively. The research instrument was a test of the ability to understanding mathematical concepts and tests of cognitive structures. The data from the two tests were analyzed using Confirmatory Factor Analysis (CFA). The results, the suitability of the whole model was good (i.e. model fit). Conclusion, there is a positive direct effect of cognitive structures on the ability to understanding mathematical concepts.
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The process of solving problems carried out by students in stages, namely understanding problems, planning solutions, carrying out solutions and checking again. Solving student problems varies according to the basic characteristics of students' interests, talents and potential. Learning will be more optimal if it is adjusted to the intelligence possessed by students. The goal is that teachers can facilitate learning according to the intelligence possessed by students, so the teacher must know the intelligence possessed by students. This research is a qualitative study using two subjects, namely the subject of linguistics and the subject of mathematical logic. The results showed that at the problem-understanding stage, SLM completed using formulas, completed according to plan and checked by recalculating. SL uses more trial-and-error reasoning, understanding information by reading sentences quickly as well as checking again.
Logical Thinking in Mathematics : A Study of Secondary School Students in Pakistan
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The main aim of this study was to assess performance of grade 9th students in logical thinking. A test of reasoning was administered to a sample of above 500 hundred. The results show differential performance of the students. Item wise performance with background variable as school sector shows that performance of private schools students was significantly better than students of public schools. Similarly male and urban students performed well than female and rural students respectively. Interaction analysis of gender, rural urban divide shows that some items show interaction effect by behaving differently in response to background variables.
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This study was aimed to find the predicative power of scores in mathematics paper in school based exam with the score in a test of mathematical thinking and different aspects of mathematical thinking according to their curriculum of mathematics. Additional gender wise comparison was also made. Data for this work was taken through school record and administration of test of mathematical thinking by the researcher. The specially developed test of mathematical thinking covered six aspects of thinking i.e. generalization, deduction, induction, problem solving, proofs and logical thinking. A survey method was adopted for this research with post positivist paradigm of research. A proportionate sample of 500 students was randomly selected. Statistical analysis was performed using regression and correlation techniques. The findings of this study shows that the score in the subject of mathematics during home exam was significantly correlated with the score on test of mathematical thinking overall and on separate scale as well for overall students and female students alone while this score was not consistent with the score in generalization and induction subscale for male students. Regression analysis shows that proofs and problem solving aspects of mathematical thinking were explaining the achievement of the students in the school based test more than their counter parts aspects of mathematical thinking. It was concluded that female students were showing inductive pattern while male students were deductive in their reasoning abilities.