Students’ mathematical reasoning in 8th grade textbook assignments

• Main Authors: Rohati, Rohati, Kusumah, Yaya S., Kusnandi, Kusnandi
• Format: Conference Proceeding
• Language: English
• Subjects: Mathematical analysis; Reasoning; Students; Teachers
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0142263

Mathematical reasoning is an important part of studying mathematics because it enables students to develop and to express ideas underlying an event. It is considered important to explore students’ mathematical reasoning since teachers will be provided with useful information that might be beneficial for designing further lesson. Thus, this present study aims to analyze the student assignments from textbook in order to see the implementation of mathematical reasoning. The participants of this study were eighth grader from junior high school in Muaro Jambi Regency, Jambi Province, Indonesia. Data were taken from the several mathematics assignments that students have finished. The finding reveals that two types of reasoning, namely imitative and creative reasonings, are employed unevenly by students. Approximately 75% of student assignments are on imitative reasoning type, and the remaining 25% are on creative reasoning. It can be figured out, then, students are not yet familiar to produce new ideas, to practice plausible, mathematic-based reasoning, which are all the characteristic of creative mathematical reasoning. To sum up, with most students still follow procedural, imitative reasoning, the teachers need to pay more attention to allow students to practice creative reasoning so they will be able to demonstrate this reasoning skill comprehensively.