A Ruppert's Framework: How Do Prospective Teachers Develop Analogical Reasoning in Solving Algebraic Problems?
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| Title: | A Ruppert's Framework: How Do Prospective Teachers Develop Analogical Reasoning in Solving Algebraic Problems? |
|---|---|
| Language: | English |
| Authors: | Lailiyah, Siti, Kusaeri, Kusaeri, Retnowati, Endah, Erman, Erman |
| Source: | Journal of Research and Advances in Mathematics Education. Jul 2022 7(3):145-160. |
| Availability: | Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: https://journals2.ums.ac.id/index.php/jramathedu |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Logical Thinking, Mathematical Logic, Problem Solving, Preservice Teachers, Mathematics Teachers, Algebra, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2503-3697 2541-2590 |
| Abstract: | It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is essential. Problem solving is specific domain that requires particular ways of analogical reasoning skill. The purposes of this study was to reveal the development of analogical reasoning and strategies used by a prospective teacher. The research design used a qualitative method. As many as sixty nine mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used Ruppert's framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined multiplication and addition. Their strategies varied according to the participants' general ability. The more strategies employed in solving problems, the better their analogical reasoning is becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided with many solving strategies in problem-solving to develop students' analogical reasoning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1361519 |
| Database: | ERIC |
| Abstract: | It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is essential. Problem solving is specific domain that requires particular ways of analogical reasoning skill. The purposes of this study was to reveal the development of analogical reasoning and strategies used by a prospective teacher. The research design used a qualitative method. As many as sixty nine mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used Ruppert's framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined multiplication and addition. Their strategies varied according to the participants' general ability. The more strategies employed in solving problems, the better their analogical reasoning is becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided with many solving strategies in problem-solving to develop students' analogical reasoning. |
|---|---|
| ISSN: | 2503-3697 2541-2590 |
