Main Article Content
This research is subject to describe students' mathematical abstraction ability using the discursive approach of peer instruction integration, to get an idea about the problems faced by students and to study about the interventions needed by students to overcome the problems. This research using the quantitative descriptive approach with pre-experimental design: the one-shot case study design, which is done to the students in the course of the structure of algebra II. Based on the data analysis, result of the research shows that ability of students' mathematical abstraction using the discursive approach of peer instruction integration in the course of the structure of algebra II does not exceed 85% of ideal criteria determined. Obstacles faced by students such as cognitive obstacles, genetic and psychological obstacles, didactic obstacles, epistemological obstacles. Interventions that need to be given such as by providing reinforcement to the mastery of prerequisite material, conditioning through drill, practice, and exercise, providing scaffolding, raises students awareness of what they learn, convergent interventions in the form of a closed-ended investigative question.
Mathematical Abstraction Discursive Approach Peer Instruction
- Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29(1), 1-32.
- Artigue, M. (1998). Teacher training as a key issue for the integration of computer technologies. In Information and communications technologies in school mathematics (pp. 121-129). Springer, Boston, MA.
- Bermejo, V., & DÃaz, J. J. (2007). The degree of abstraction in solving addition and subtraction problems. The Spanish journal of psychology, 10(2), 285-293.
- Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977..
- Dindyal, J. (2007). High school studentsâ€™ use of patterns and generalisations. Proceedings of the 30th Annual Conferences of the Mathematics Education Research Group of Australasia, 1(July), 236â€“245.
- Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer instruction: Results from a range of classrooms. The physics teacher, 40(4), 206-209..
- Ferrari, P. L. (2003). Abstraction in mathematics. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 358(1435), 1225-1230.
- Goodson-Espy, T. (2005). Why reflective abstraction remains relevant in mathematics education research. In Proceedings of the 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA. Retrieved from http://www. pmena. org/2005/PME-NA_2005_Proceedings. pdf.
- Herlina, E. (2015). Meningkatkan advanced mathematical thinking mahasiswa. Infinity Journal, 4(1), 65-83.
- Mitchelmore, M., & White, P. (2007). Abstraction in Mathematics Learning. Mathematics Education Research Journal, 19(2), 1â€“9.
- Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in higher education, 28(4), 457-473.
- Nurhasanah, F., Kusumah, Y. S., & Sabandar, J. (2017). Concept of triangle: Examples of mathematical abstraction in two different contexts. International Journal on Emerging Mathematics Education, 1(1), 53-70.
- Nurlaelah, E., & Sumarmo, U. (2009). Implementasi Model Pembelajaran Apos dan Modifikasi-APOS (M-APOS) pada Matakuliah StrukturAljabar.
- Tall, D. (2008). The transition to formal thinking in mathematics. Mathematics Education Research Journal, 20(2), 5-24..