Utilizing Decision-making Task: Students’ Mathematical Justification in Collaborative Problem Solving

• Namirah Fatmanissa ^[1] ; Tatag Yuli Eko Siswono ^[1] ; Agung Lukito ^[1] ; Ismail ^[1]
  1. [1] State University of Surabaya

     State University of Surabaya

     Indonesia

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 26, 2024, págs. 85-103
• Idioma: inglés
• DOI: 10.35763/aiem26.5341
• Títulos paralelos:
  • Utilización de una tarea de toma de decisiones: justificación matemática de los estudiantes en la resolución colaborativa de problemas
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Muchos estudios informaron la importancia de la justificación matemática en la resolución colaborativa de problemas (CPS). Sin embargo, no todas las tareas podrían estimular la justificación ma-temática en CPS. Este estudio explora el potencial de una tareade toma de decisiones para facilitar la jus-tificación matemática en CPS de un tema derivado. Dos grupos de alumnos de 12º grado en Bandung, In-donesia, resuelven una tarea. Los trabajos grupales fueron observados, grabados y recopilados los trabajos escritos. Los hallazgos mostraron que la tarea animó a los grupos a centrarse en justificar afirmaciones matemáticas. Ambos grupos resolvieron con éxito la tarea, aunque se observaron diferentes justificaciones matemáticas. Discutimos los posibles roles de la dificultad de la tarea y la habilidad matemática de los gru-pos en la promoción de justificaciones matemáticas. Se recomendó para estudios posteriores comprobar la eficacia de la tarea en una muestra más grande

  • English

    Many studies reported the importance of mathematical justification in collaborative problem-solving (CPS). However, not all tasks could stimulate mathematical justification in CPS. This study explores the potential of a decision-making task in facilitatingmathematical justification in CPS of a derivative topic. Two groups of 12 graders in Bandung, Indonesia solveda task. The group works were observed, rec-orded, and the written works were collected. The findings showed that the task encouraged the groups to focus on justifying mathematical claims. Both groups successfully solved the task, yet different mathe-matical justifications were observed. We discussed the possible roles of the task difficulty and groups’ mathematics ability in promoting mathematical justifications. Checking the effectiveness of the task on a larger sample was recommended for further studies.

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