The Students’ Mathematics Communication Skill Performance After GeoGebra-Assisted EPIC-R Learning Implementation

Mujiasih Mujiasih, Budi Waluyo, Kartono Kartono, Scolastika Mariani

Abstract


Mathematical communication is a fundamental skill needed by students. An application of ICT-based learning media, such as GeoGebra, using correct approach may increase mathematic communication. Therefore, this research aimed to analyze the effect of GeoGebra-assisted EPIC-R learning in improving students' mathematical communication skills. The study was sequential and explanatory research consisting of a sample size of 35 students from the Mathematical Education program at UIN Walisongo. The treatment class was treated using GeoGebra-assisted EPIC-R learning in geometry courses. Mathematical knowledge was observed from students’ communication skills while explaining answers to an assignment and formative assessment. The GeoGebra and formative assessment were used as the X1 and X2 variables. Meanwhile, students' answers from the formative assessment worksheet, which consists of their communication level, are used as the Y variable. The results showed that the X1 and X2 variables significantly affected Y by 24%, which means that applying GeoGebra-assisted with EPIC-R learning increases students' understanding of geometry and mathematical communication skills. However, this research is limited by providing significant reasons why students provide incomplete and insufficient answers. Therefore, further studies need to be carried out to understand students' mathematical communication by observing their main problems in explaining solutions.

https://doi.org/10.26803/ijlter.20.10.14

 


Keywords


cooperative learning; mathematical communication; geometry; problem-solving

Full Text:

PDF

References


Abed, S., Davoudi, A. H. M. D., & Hoseinzadeh, D. (2015). The effect of synectics pattern on increasing the level of problem solving and critical thinking skills in students of Alborz province. WALIA Journal, 31(1), 110–118. http://waliaj.com/wp-content/2015/Special Issue 1, 2015/20 2015-31-S1-pp.110-118.pdf

Ahmad, C. N. C., Shaharim, S. A., & Abdullah, M. F. N. L. (2017). Teacher-student interactions, learning commitment, learning environment and their relationship with student learning comfort. Journal of Turkish Science Education, 14(1), 57–72. https://doi.org/10.12973/tused.10190a

Bature, I. J. (2020). Mathematics Teachers Reflection on the Role of Productive Pedagogies in Improving their Classroom Instruction. International Journal of Educational Methodology, 6(2), 319–335. https://doi.org/10.12973/ijem.6.2.319

Bicer, A., Capraro, M., & Capraro, M. (2011). Integrating Writing Into Mathematics Clasroom As One Communication Factor. The Online Journal of New Horizons in Education, 4(2), 58–67. https://www.tojned.net/journals/tojned/articles/v04i02/v04i02-08.pdf

Bossér, U., & Lindahl, M. (2019). Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context. Research in Science Education, 49(2), 371–390. https://doi.org/10.1007/s11165-017-9627-1

Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1893–1918. https://doi.org/10.12973/eurasia.2017.01207a

Chang, B. (2019). Reflection in learning. Online Learning Journal, 23(1), 95–110. https://doi.org/10.24059/olj.v23i1.1447

Cragg, L., Keeble, S., Richardson, S., Roome, H. E., & Gilmore, C. (2017). Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162, 12–26. https://doi.org/10.1016/j.cognition.2017.01.014

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. In New Directions for Teaching and Learning (3rd ed., Issue 150). SAGE Publications. https://doi.org/10.1002/tl.20234

Daher, W., Baya’a, N., & Anabousy, R. (2018). In-service mathematics teachers’ integration of ict as innovative practice. International Journal of Research in Education and Science, 4(2), 534–543. https://doi.org/10.21890/ijres.428945

Fitriani, N., Suryadi, D., & Darhim, D. (2018). Analysis of mathematical abstraction on concept of a three dimensional figure with curved surfaces of junior high school students. Journal of Physics: Conference Series, 1132(1). https://doi.org/10.1088/1742-6596/1132/1/012037

Freeman, B., Higgins, K. N., & Horney, M. (2020). How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies. Contemporary Educational Technology, 7(4), 281–313. https://doi.org/10.30935/cedtech/6178

Gera, M., & Vijaylakshmi. (2015). Effect of duval cognitive model on geometric reasioning. International Journal of Research in Economics and Social Sciences, 5(9), 172–182.

Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM - International Journal on Mathematics Education, 39(1–2), 127–135. https://doi.org/10.1007/s11858-006-0004-1

Güçler, B. (2014). The role of symbols in mathematical communication: the case of the limit notation. Research in Mathematics Education, 16(3), 251–268. https://doi.org/10.1080/14794802.2014.919872

Haji, S. (2019). NCTM’s Principles and Standards for Developing Conceptual Understanding in Mathematics. Journal of Research in Mathematics Trends and Technology, 1(2), 56–65. https://doi.org/10.32734/jormtt.v1i2.2836

Hassan, S. R., Rosli, R., & Zakaria, E. (2016). The Use of i-Think Map and Questioning to Promote Higher-Order Thinking Skills in Mathematics. Creative Education, 07(07), 1069–1078. https://doi.org/10.4236/ce.2016.77111

Hernandez?Martinez, P., & Vos, P. (2017). “Why do i have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities. ZDM - Mathematics Education, 50(1–2), 245–257. https://doi.org/10.1007/s11858-017-0904-2

Jelatu, S., Sariyasa, & Made Ardana, I. (2018). Effect of GeoGebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325–336. https://doi.org/10.12973/iji.2018.11421a

Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching 8th Edition. Prentice-Hall.

Kaya, D., & Aydin, H. (2016). Elementary mathematics teachers’ perceptions and lived experiences on mathematical communication. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1619–1629. https://doi.org/10.12973/eurasia.2014.1203a

Khosrotash, P., & Alhosseini, K. A. (2019). Studying The Effectiveness of Integrative Instruction in the Executive Function, and the Collaborative for Academic, Social and Emotional learning on the General Mathematical performance: A Case Study of Female Students with Mathematical Learning Disabili. International Journal of Psychology (IPA), 13(1), 107–132. https://doi.org/10.24200/ijpb.2018.115461.

Lee, C. (2006). Language for Learning Mathematics: Assesment for learning in practise. Open University Press.

Lim, K. H., Buendía, G., Kim, O. K., Cordero, F., & Kasmer, L. (2010). The role of prediction in the teaching and learning of mathematics. International Journal of Mathematical Education in Science and Technology, 41(5), 595–608. https://doi.org/10.1080/00207391003605239

Lomibao, L. S., Luna, C. A., & Namoco, R. A. (2016). The Influence of Mathematical Communication on Students’ Mathematics Performance and Anxiety. American Journal of Educational Research, 4(5), 378–382. https://doi.org/10.12691/education-4-5-3

Lovett, A., & Forbus, K. (2017). Modeling visual problem solving as analogical reasoning. Psychological Review, 124(1), 60–90. https://doi.org/10.1037/rev0000039

Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33–45. https://doi.org/10.5937/ijcrsee1802033M

Martínez-Sierra, G., & García-González, M. del S. (2016). Undergraduate mathematics students’ emotional experiences in Linear Algebra courses. Educational Studies in Mathematics, 91(1), 87–106. https://doi.org/10.1007/s10649-015-9634-y

Maulyda, M. A., Annizar, A. M., Hidayati, V. R., & Mukhlis, M. (2020). Analysis of students’ verbal and written mathematical communication error in solving word problem. Journal of Physics: Conference Series, 1538(1). https://doi.org/10.1088/1742-6596/1538/1/012083

Mujiasih, Waluya, S. B., Kartono, & Mariani. (2018). Growing geometric reasoning in solving problems of analytical geometry through the mathematical communication problems to state Islamic university students. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012159

Pantaleon, K. V., Juniati, D., & Lukito, A. (2018). The oral mathematical communication profile of prospective mathematics teacher in mathematics proving. Journal of Physics: Conference Series, 1108(1). https://doi.org/10.1088/1742-6596/1108/1/012008

Peterson, R. L., Boada, R., McGrath, L. M., Willcutt, E. G., Olson, R. K., & Pennington, B. F. (2017). Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. Journal of Learning Disabilities, 50(4), 408–421. https://doi.org/10.1177/0022219415618500

Pickard-Smith, K. (2021). Audience interrogator: constructing meaning about mathematical learning experience in filmed research. International Journal of Research and Method in Education, 0(0), 1–13. https://doi.org/10.1080/1743727X.2021.1882417

Pourdavood, B. R. G., & Wachira, P. (2015). Importance of Mathematical Communication and Discourse in Secondary Classrooms. Global Journal Inc, 15(10), 1–4. https://globaljournals.org/GJSFR_Volume15/2-Importance-of-Mathematical.pdf

Qohar, A., & Sumarmo, U. (2013). Improving mathematical communication ability and self regulation learning of yunior high students by using reciprocal teaching. Journal on Mathematics Education, 4(1), 59–74. https://doi.org/10.22342/jme.4.1.562.59-74

Rohid, N., Suryaman, S., & Rusmawati, R. D. (2019). Students’ Mathematical Communication Skills (MCS) in Solving Mathematics Problems: A Case in Indonesian Context. Anatolian Journal of Education, 4(2), 19–30. https://doi.org/10.29333/aje.2019.423a

Rusyda, N. A., Ahmad, D., Rusdinal, R., & Dwina, F. (2020). Analysis of students’ mathematical communication skill in calculus course. Journal of Physics: Conference Series, 1554(1). https://doi.org/10.1088/1742-6596/1554/1/012043

Schoevers, E. M., Kroesbergen, E. H., & Kattou, M. (2020). Mathematical Creativity: A Combination of Domain-general Creative and Domain-specific Mathematical Skills. Journal of Creative Behavior, 54(2), 242–252. https://doi.org/10.1002/jocb.361

Sivakova, D., Kochoska, J., Ristevska, M., & Gramatkovski, B. (2017). ICT- the educational programs in teaching mathematics. TEM Journal, 6(3), 469–478. https://doi.org/10.18421/TEM63-06

Stanojevi?, D., Ceni?, D., & Ceni?, S. (2018). Application of computers in modernization of teaching science. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 89–104. https://doi.org/10.5937/ijcrsee1802089S

Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001

Tamur, M., Juandi, D., & Adem, A. M. G. (2020). Realistic Mathematics Education in Indonesia and Recommendations for Future Implementation: A Meta-Analysis Study. JTAM | Jurnal Teori Dan Aplikasi Matematika, 4(1), 17. https://doi.org/10.31764/jtam.v4i1.1786

Temple, A. L., & Mohammed, S. F. (2020). The effect of instructional time frequency on middle school students’ mathematics achievement scores. International Journal of Research in Education and Science, 6(4), 705–712. https://doi.org/10.46328/ijres.v6i4.1265

Tiffany, F., Surya, E., Panjaitan, A., & Syahputra, E. (2017). Analysis Mathematical Communication Skills Student At the Grade. International Journal Of Advance Research And Innovative Ideas In Education, 3(2), 2160–2164. http://usnsj.com/index.php/JME/article/view/2.2.45-51%0D

Trisnawati, T., Pratiwi, R., & Waziana, W. (2018). The effect of realistic mathematics education on student’s mathematical communication ability. Malikussaleh Journal of Mathematics Learning (MJML), 1(1), 31. https://doi.org/10.29103/mjml.v1i1.741

Uygun, T., & Akyüz, D. (2019). Developing subject matter knowledge through argumentation. International Journal of Research in Education and Science, 5(2), 532–547. https://www.ijres.net/index.php/ijres/article/view/568/pdf

Vale, I., & Barbosa, A. (2017). The Importance of Seeing in Mathematics Communication. Journal of the European Teacher Education Network, 12(1), 49–63. https://etenjournal.com/2020/02/07/the-importance-of-seeing-in-mathematics-communication/

van de Pol, J., Mercer, N., & Volman, M. (2019). Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction. Journal of the Learning Sciences, 28(2), 206–239. https://doi.org/10.1080/10508406.2018.1522258

Van Zoest, L. R., Stockero, S. L., Leatham, K. R., Peterson, B. E., Atanga, N. A., & Ochieng, M. A. (2017). Attributes of Instances of Student Mathematical Thinking that Are Worth Building on in Whole-Class Discussion. Mathematical Thinking and Learning, 19(1), 33–54. https://doi.org/10.1080/10986065.2017.1259786

Viseu, F., & Oliveira, I. B. (2012). Open-ended tasks in the promotion of classroom communication in Mathematics. International Electronic Journal of Elementary Education, 4(2), 287–300. https://files.eric.ed.gov/fulltext/EJ1070478.pdf

Yang, E. F. Y., Chang, B., Cheng, H. N. H., & Chan, T. W. (2016). Improving pupils’ mathematical communication abilities through computersupported reciprocal peer tutoring. Educational Technology and Society, 19(3), 157–169. https://www.jstor.org/stable/jeductechsoci.19.3.157

Zhang, D., & Liu, L. (2016). How does ICT use influence students’ achievements in math and science over time? Evidence from PISA 2000 to 2012. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2431–2449. https://doi.org/10.12973/eurasia.2016.1297a


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493