Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory Course

Autor/inn/en	Zetriuslita; Wahyudin; Jarnawi
Titel	Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory Course
Quelle	In: International Education Studies, 10 (2017) 7, S.65-78 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Mathematical Logic; Critical Thinking; Personality Traits; Problem Based Learning; Problem Solving; Cognitive Processes; Conflict; Number Concepts; Quasiexperimental Design; Pretests Posttests; Control Groups; Mixed Methods Research; Undergraduate Students; Mathematics Education; Private Colleges; Foreign Countries; Mathematics Tests; Essay Tests; Questionnaires; Interviews; Observation; Teaching Methods; Experimental Groups; Mathematics Skills; Indonesia + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Kritisches Denken; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Cognitive process; Kognitiver Prozess; Konflikt; Number concept; Zahlbegriff; Mathematische Bildung; Privathochschule; Ausland; Schriftlicher Sprachgebrauch; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Indonesien
Abstract	This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students' Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving mathematical problems. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01