COMPARING MODEL-BUILDING PROCESS: A MODEL PROSPECTIVE TEACHERS USED IN INTERPRETING STUDENTS’ MATHEMATICAL THINKING

Mujiyem Sapti, Purwanto Purwanto, Edy Bambang Irawan, Abdur Rahman As'ari, Cholis Sa'dijah, Susiswo Susiswo, Ariyadi Wijaya

Abstract


Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.


Keywords


Comparing Model; Interpretation; Students’ Mathematical Thinking

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DOI: https://doi.org/10.22342/jme.10.2.7351.171-184

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Journal on Mathematics Education
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