Development Of Teaching Materials In Mathematical Proof Through Cooperative Learning To Develop Students’ Mathematical Communication And Disposition

Nurjanah, Nurjanah and Mardiana, Dinny and Kosasih, Usep (2014) Development Of Teaching Materials In Mathematical Proof Through Cooperative Learning To Develop Students’ Mathematical Communication And Disposition. In: Ratu Ilma (Eds).The Second South East Asia Design/ Development Research (SEA-DR) International Conference, April 26-27,2014, Unsri, Palembang, April 26th-27th,2014, Palembang.

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    Abstract

    This study has the main objective producing of teaching materials in mathematical proof. Through the stages of activities that have been designed, the study is expected to obtain relevant teaching material in mathematical proof to develop mathematical students’ communication and disposition. Borg dan Gall (Ghufron, 2011: 12) set out 10 steps research and development as follow: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination and implementation. Adapted from Borg & Gall version, the research is conducted in three phases: preparation, implementation, and refinement. The data are obtained through observation instruments such as observation sheets, video record, and lecturing activities documentations. The data analysis is done by constant comparative analysis. This analytical technique enables researchers to review data repeatedly. The observed data are analyzed by two persons separately, and then the result is discussed in routine meeting.In addition to teaching materials and assessment instruments; studies lead to the conclusions: 1) Instructional materials that are designed to be discussed in the group and should be accounted for on an individual basis, can foster students’ mathematical communication and disposition; 2) Learning climate that gives comfort to the students to think and express opinions expected to develop students’ mathematical communication and disposition; 3) Lecturer teaching style characterized by guidance toward self-regulated learning is expected to develop students’ mathematical communication and disposition

    Item Type: Conference or Workshop Item (Keynote)
    Uncontrolled Keywords: mathematical disposition, mathematical communication, mathematical Proof
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Mathematics Education
    Depositing User: Rudi Kule
    Date Deposited: 24 Feb 2015 20:15
    Last Modified: 24 Feb 2015 20:15
    URI: http://eprints.unsri.ac.id/id/eprint/5211

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