Mathematical communication of preservice mathematics teachers in solving gender-biased higher-order thinking skills problems

Eka Sulistyawati, Ramadian Radite

Abstract


Mathematical communication is a crucial 21st-century skill related to achievement and other skills. This study aims to analyze the differences in mathematical communication abilities and describe the difficulties male preservice teachers (MPT) and female preservice teachers (FPT) face in solving gender-biased Higher-Order Thinking Skills (HOTS) problems. This research employs a sequential explanatory mixed-methods design. The respondents, selected through purposive sampling, consisted of 4 MPTs and 10 FPTs. Data on mathematical communication abilities were obtained through a gender-biased HOTS problem-solving test. The respondents' difficulties in solving the problems were gathered through interviews. The results indicate differences between MPT and FPT mathematical communication skills using symbols and mathematical notation in solving problems. Student's difficulties in solving gender-biased HOTS problems are unfamiliarity and disinterest in the context. This study implies that education should emphasize contextual understanding and utilize gender-neutral problems to enhance mathematical communication skills.

Keywords


gender-biased problems, higher-order thinking skills, HOTS, mathematical communication, preservice mathematics teacher

Full Text:

PDF

References


E. Zaretsky and D. N. Evtah, “The impact of virtual simulations, communication and peer reviewing on spatial intelligent and mathematical achievements,” Syst. Cybern. Informatics, vol. 9, no. 6, pp. 57–62, 2011.

NCTM, Principles and standards for school mathematics. The National Council of Teachers of Mathematics: Reston, 2000.

N. Afiani, “Pengaruh kemampuan komunikasi matematis dan kemandirian belajar terhadap prestasi belajar matematika,” JKPM J. Kaji. Pendidik. Mat., vol. 2, no. 1, pp. 1–13, 2016, doi: 10.30998/jkpm.v2i1.1844.

A. Astuti and L. Leonard, “Peran kemampuan komunikasi matematika terhadap prestasi belajar matematika,” Form. J. Ilm. Pendidik. MIPA, vol. 2, no. 2, pp. 102–110, 2015, doi: 10.30998/formatif.v2i2.91.

K. M. Letwinsky, “Examining the relationship between secondary mathematics teachers’s self-efficacy, attitudes, and ude of technology to support communication and mathematics literacy,” Int. J. Res. Educ. Sci., vol. 3, no. 1, pp. 56–66, 2017, doi: 10.21890/ijres.267371.

S. Ellis, “Influence of prerequisite concept understanding and mathematical communication skills toward student’s mathematical proving ability,” Pythagoras J. Mat. dan Pendidik. Mat., vol. 14, no. 1, pp. 46–55, 2019, doi: 10.21831/pg.v14i1.25067.

T. S. Sumartini, I. Maryati, and T. Sritresna, “Correlation of self-efficacy on mathematical communication skills for prospective primary school teachers,” in Journal of Physics: Conference Series, 2021, pp. 1-5, doi: 10.1088/1742-6596/1987/1/012037.

N. Priatna, “The relationship between mathematics resilience and mathematics communication skills,” in Journal of Physics: Conference Series, Bandung, Indonesia, June 29, 2020, pp. 1-6.

Menteri Pendidikan Nasional, “Peraturan Menteri Pendidikan Nasional Nomor 16 tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.” Biro Hukum Kemdiknas, Jakarta, Indonesia, 2007. [Online]. Available: http://vervalsp.data.kemdikbud.go.id/prosespembelajaran/file/Permendiknas No 16 Tahun 2007.pdf

J. Cai, M. S. Jakabcsin, and S. Lane, “Assessing students’ mathematical communication,” Sch. Sci. Math., vol. 96, no. 5, pp. 238–246, 1996, doi: 10.1111/j.1949-8594.1996.tb10235.x.

S. Wang and H. Wang, “Teaching higher order thinking in the introductory MIS course: A model-directed approach,” J. Educ. Bus., vol. 86, no. 4, pp. 208–213, 2011, doi: 10.1080/08832323.2010.505254.

Y. M. Heong, W. B. Othman, J. B. M. Yunos, T. T. Kiong, R. Bin Hassan, and M. M. B. Mohamad, “The level of marzano higher order thinking skills among technical education students,” Int. J. Soc. Sci. Humanit., vol. 1, no. 2, pp. 120-125, 2011.

B. Miri, B.-C. David, and Z. Uri, “Puposely teaching for the promotion of higher order thinking skills: A case of critical thinking,” Res. Sci. Educ., vol. 37, no. 1, pp. 353–369, 2007, doi: 10.1007/s11165-006-9029-2.

L. W. Anderson and D. R. Krathwohl, A Taxonomy For Learning, Teaching, And Assessing: A Revision Of Bloom’s Taxonomy Of Educational Objectives. New York: Addison Wesley Longman, 2001.

S. Pogrow, “HOTS revisited: A thinking development approach to reducing the learning gap after grade 3,” Phi Delta Kappan, vol. 87, no. 1, pp. 64–75, 2005, doi: 10.1177/003172170508700111.

F. J. King, L. Goodson, and F. Rohani, Higher Order Thinking Skills: Definition, Teaching Strategies, Assessment, A Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment : Florida, 2018.

B. Moore and T. Stanley, Critical Thinking And Formative Assessments: Increasing The Rigor In Your Classroom, Routledge : New York, 2010.

G. C. Leder, “Gender and mathematics education: An overview,” in Compendium for early career researchers in mathematics education, 2019, pp. 289–308, doi: 10.1007/978-3-030-15636-7.

E. A. Geist and M. King, “Different, not better: gender differences in mathematics learning and achievement,” J. Instr. Psychol., vol. 35, no. 1, pp. 43–53, 2008.

M. Samuelsson and J. Samuelsson, “Gender differences in boys’ and girls’ perception of teaching and learning mathematics,” Open Rev. Educ. Res., vol. 3, no. 1, pp. 18–34, 2016, doi: 10.1080/23265507.2015.1127770.

W. J. Popham, Classroom Assessment: What Teachers Need To Know, Allyn & Bacon : Boston, 2014.

J. W. Santrock, Educational Psychology, McGraw-Hill Education : New York, 2018.

A. Woolfolk Hoy, Educational psychology, Pearson : Boston, 2021.

E. Fennema, “Mathematics, gender, and research,” in Towards gender equity in mathematics education: An ICMI study, 1996, pp. 9–26, doi : 10.1007/0-306-47205-8_2.

E. Widyastuti and H. Jusra, “Mathematical critical thinking ability in solving HOTS problems based on cognitive style and gender,” Prism. Sains J. Pengkaj. Ilmu dan Pembelajaran MIPA, vol. 10, no. 3, pp. 535–545, 2022, doi: 10.33394/j-ps.v10i3.5217.

N. Sopia, D. Ananda, and F. N. Afifah, “Kemampuan pemecahan masalah dan disposisi matematis siswa dalam menyelesaikan soal HOTS materi barisan dan deret aritmetika berdasarkan gender,” Math Didact. J. Pendidik. Mat., vol. 8, no. 2, pp. 132–142, 2022, doi: 10.33654/math.v8i2.1835.

C. Maryanti, W. Kusumaningsih, and D. Endahwuri, “Profil berpikir kreatif siswa dalam menyelesaikan soal HOTS ditinjau dari adversity quotient berdasarkan gender,” Imajiner J. Mat. dan Pendidik. Mat., vol. 5, no. 3, pp. 194–199, 2023, doi: 10.26877/imajiner.v5i3.14899.

S. T. Uchia and T. N. H. Yunianta., “Kemampuan siswa SMA dalam menganalisis soal matematika berbasis HOTS berdasarkan gender,” J. Cendekia J. Pendidik. Mat., vol. 5, no. 2, pp. 1488–1497, 2021, doi: 10.31004/cendekia.v5i2.471.

N. T. Hari and H. Pujiastuti, “Analisis kemampuan komunikasi matematis siswa berdasarkan perbedaan gender,” Edumatica J. Pendidik. Mat., vol. 9, no. 1, pp. 1–7, 2019, doi: 10.22437/edumatica.v9i1.5880.

D. Alfarisyi and S. Sutiarso, “Mathematical communication skills based on gender,” MaPan J. Mat. dan Pembelajaran, vol. 8, no. 2, pp. 300–314, 2020, doi: 10.24252/mapan.2020v8n2a9.

U. Babys, “Analisis kemampuan komunikasi matematika siswa ditinjau dari gender,” ANARGYA J. Ilm. Pendidik. Mat., vol. 3, no. 1, pp. 25–29, 2020, doi: 10.24176/anargya.v3i1.4771.

S. P. Dewi, M. Maimunah, and Y. Roza, “Analisis kemampuan komunikasi matematis siswa pada materi lingkaran ditinjau dari perbedaan gender,” J. Kependidikan J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran dan Pembelajaran, vol. 7, no. 3, pp. 699–707, 2021, doi: 10.33394/jk.v7i3.3687.

J. Srinata, “Komunikasi matematis mahasiswa calon guru SD dalam memecahkan masalah matematika ditinjau dari gender,” M.S. thesis, Dept. Elem. Edu., Universitas Negeri Malang, 2018. [Online]. Available : https://repository.um.ac.id/63345/.

T. Rahmat, “Proses berpikir mahasiswa program studi matematika IAIN Bukit Tinggi dalam pemecahan masalah geometri ditinjau dari perbedaan gender,” J. Educ. J. Educ. Stud., vol. 4, no. 1, pp. 69–80, 2019.

H. Hodiyanto, “Pengaruh model pembelajaran problem solving terhadap kemampuan komunikasi matematis ditinjau dari gender,” J. Ris. Pendidik. Mat. Jakarta, vol. 4, no. 2, pp. 219–228, 2017, doi: 10.21831/jrpm.v4i2.15770.

A. Mizala, F. Martínez, and S. Martínez, "Preservice elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender," Teach. Teach. Educ., vol. 50, pp. 70–78, 2015, doi: 10.1016/j.tate.2015.04.006.

S. Cooper and S. Nesmith, “Exploring the role of field experience context in preservice teachers’ development as mathematics educators,” Action Teach. Educ., vol. 35, no. 3, pp. 165–185, 2013, doi: 10.1080/01626620.2013.770376.

A. Twohill, S. NicMhuirí, L. Harbison, and A. Karakolidis, “Primary preservice teachers’ mathematics teaching efficacy beliefs: The role played by mathematics attainment, educational level, preparedness to teach, and gender,” Int. J. Sci. Math. Educ., vol. 21, no. 2, pp. 601–622, 2023.

A. K. Morris, J. Hiebert, and S. M. Spitzer, “Mathematical knowledge for teaching in planning and evaluating instruction: What can preservice teachers learn?,” J. Res. Math. Educ., vol. 40, no. 5, pp. 491–529, 2009, doi: 10.5951/jresematheduc.40.5.0491.

R. Febriana, Sugiman, and A. Wijaya, “Analysis of the implementation of differentiated learning in the implementation of the independent curriculum in middle school mathematics lessons,” Int. J. Humanit. Educ. Soc. Sci., vol. 3, no. 2, pp. 640–650, 2023, doi: 10.55227/ijhess.v3i2.549.

R. B. Johnson and L. Christensen, Educational Research: Quantitative, Qualitative, And Mixed Approaches, Sage Publications : USA, 2019.

D. M. Mertens, Research And Evaluation In Education And Psychology: Integrating Diversity With Quantitative, Qualitative, And Mixed Methods, Sage Publications : USA, 2019.

M. G. Lodico, D. T. Spaulding, and K. H. Voegtle, Methods In Educational Research: From Theory To Practice, John Wiley & Sons : San Fransisco, 2006.

N. Nurjanah, T. Herman, and S. Prabawanto, “Analysis of students mathematical communication ability,” in Journal of Physics: Conference Series, IOP Publishing, 2019, pp. doi: 10.1088/1742-6596/1157/3/032124

M. Triana, C. M. Zubainur, and B. Bahrun, “Students’ mathematical communication ability: Through the brain-based learning approach using autograph,” J. Res. Adv. Math. Educ., vol. 4, no. 1, pp. 1–10, 2019, doi: 10.23917/jramathedu.v4i1.6972.

J. A. Van de Walle, K. S. Karp, and J. M. Bay-Williams., Elementary And Middle School Mathematics: Teaching Developmentally, Pearson Education : Boston, 2015.

Z. Amiruddin, Statistik Pendidikan. Yogyakarta: Teras, 2010.

J. L. Turner, Using statistics in Small-Scale Language Education Research: Focus on non-parametric data. New York, NY: Routledge, 2014.

Kamid, M. Rusdi, O. Fitaloka, F. R. Basuki, and K. Anwar, “Mathematical communication skills based on cognitive styles and gender,” Int. J. Eval. Res. Educ., vol. 9, no. 4, pp. 847–856, 2020, doi: 10.11591/ijere.v9i4.20497.

S. S. Dewanti, B. Kartowagiran, H. Retnawati, and J. Jailani, “Lecturers’ experience in assessing 21st century mathematics competency in Indonesia,” Probl. Educ. 21st Century, vol. 78, no. 4, pp. 1-18, 2020.

N. H. Acharya, “Mathematics teachers’ perceptions on higher order thinking skills,” Int. J. Multidiscip. Perspect. High. Educ., vol. 6, no. 2, pp. 105–125, 2021.

S. Rahayuningsih and R. Jayanti, “High order thinking skills (HOTS) students in solving group problem based gender,” Al-Jabar J. Pendidik. Mat., vol. 10, no. 2, pp. 243–250, 2019, doi: 10.24042/ajpm.v10i2.4872.

N. D. Putri and E. Musdi, “Analysis of students initial mathematical communication skills in mathematics learning,” in Journal of Physics: Conference Series, IOP Publishing, 2020, pp. 1-7, doi : 10.1088/1742-6596/1554/1/012064.

M. Lwin, A. Khoo, K. Lyen, and C. Sim, How to multiply your child’s intelligence. Pearson Education, 2008.

S. Suwarno, F. B. Nisa, and M. Mukhlis, “Does students’ logical-mathematical intelligence correlate to mathematics communication skills on a linear system with three variables problems?,” in Journal of Physics: Conference Series, IOP Publishing, 2020, pp. 1-9, doi : 10.1088/1742-6596/1663/1/012029

T. Toheri, W. Winarso, and A. A. Haqq, “Three parts of 21 century skills: Creative, critical, and communication mathematics through academic-constructive controversy,” Univers. J. Educ. Res., vol. 7, no. 11, pp. 2314–2329, 2019, doi: 10.13189/ujer.2019.071109.

M. Goose, “Mathematics classroom assessment,” in Encyclopedia of mathematics education, S. Lerman, Ed., Cham: Springer, 2014, ch. pp. 413-417.

M. Rusdi, O. Fitaloka, F. R. Basuki, and K. Anwar, “Mathematical communication skills based on cognitive styles and gender,” Int. J. Eval. Res. Educ., vol. 9, no. 4, pp. 847–856, 2020, doi: 10.11591/ijere.v9i4.20497.

N. C. Siregar and M. Marsigit, “Pengaruh pendekatan discovery yang menekankan aspek analogi terhadap prestasi belajar, kemampuan penalaran, kecerdasan emosional spiritual,” J. Ris. Pendidik. Mat., vol. 2, no. 2, pp. 224–234, 2015, doi : 10.21831/jrpm.v2i2.7336.

R. Y. Tyaningsih, A. Arjudin, and N. H. Salsabila, “Mathematical communication skills in solving limit and continuity problems: Reviewed from intra-and-interpersonal intelligence,” Indones. J. Sci. Math. Educ., vol. 5, no. 1, pp. 29–42, 2022, doi : 10.24042/ijsme.v5i1.10680.

A. M. Steegh, T. N. Höffler, M. M. Keller, and I. Parchmann, “Gender differences in mathematics and science competition: A systemaic review,” J. Res. Sci. Teach., vol. 56, no. 10, pp. 1431–1460, 2019, doi : 10.1002/tea.21580.

J. L. Arnup, C. Murrihy, J. Roodenburg, and L. A. McLean, “Cognitive style and gender differences in children’s mathematics achievement,” Educ. Stud., vol. 39, no. 3, pp. 355–368, 2013, doi : 10.1080/03055698.2013.767184.

R. I. I. Putri and Zulkardi, “Designing PISA-Like mathematics task using asian games context,” J. Math. Educ., vol. 11, no. 1, pp. 135–144, 2020, doi : 10.22342/jme.11.1.9786.135-144.

P. Kousa and M. Aksela, “The needs for successful chemistry teaching in diverse classes: Teachers’ beliefs and practices,” LUMAT Int. J. Math, Sci. Technol. Educ., vol. 7, no. 1, pp. 79–100, 2019, doi : 10.31129/LUMAT.7.1.390.

N. S. M. Rasid, N. A. M. Nasir, P. Singh, and C. T. Han, “STEM integration: Factors affecting effective instructional practices in teaching mathematics,” Asian J. Univ. Educ., vol. 16, no. 1, pp. 56–69, 2020, doi : 10.24191/ajue.v16i1.8984.

E. López-Iñesta, C. Botella, S. Rueda, A. Forte, and P. Marzal, “Towards breaking the gender gap in science, technology, engineering, and mathematics,” IEEE Rev. Iberoam. Tecnol. del Aprendiz., vol. 15, no. 3, pp. 233–241, 2020, doi : 10.1109/RITA.2020.3008114.

H. J. Forgaz and D. Mittelberg, “Israeli Jewish and Arab students’ gendering of mathematics,” vol. 40, no. 1, pp. 545-558, 2008, doi : 10.1007/s11858-008-0139-3.

J. Bosica, J. S. Pyper, and S. MacGregor, “Incorporating problem-based learning in a secondary school mathematics preservice teacher education course,” Teach. .Teach. Educ., vol. 102, pp. 1-10, 2021, doi : 10.1016/j.tate.2021.103335.

R. Radite and H. Retnawati, “Mathematics teacher competencies and self-efficacy in implementing national curriculum,” J. Didakt. Mat., vol. 10, no. 2, pp. 187–204, 2023, doi : 10.24815/jdm.v10i2.32653.

S. Kuntze, “Models of preservice mathematics teacher education,” in Encyclopedia of mathematics education, S. Lerman, Ed., Cham: Springer, 2020, pp. 632–635. doi : 10.1007/978-3-030-15789-0_116.

V. Manfreda Kolar and T. Hodnik, “Mathematical literacy from the perspective of solving contextual problems,” Eur. J. Educ. Res., vol. 10, no. 1, pp. 467–483, 2021, doi: 10.12973/eu-jer.10.1.467.

L. Keller, F. Preckel, J. S. Eccles, and M. Brunner, “Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation,” J. Educ. Psychol., vol. 11, no. 5, 2022, doi: 10.1037/edu0000685.




DOI: http://dx.doi.org/10.24042/ijsme.v7i2.19636

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2024 Unit Riset dan Publikasi Ilmiah FTK UIN Raden Intan Lampung

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

Indonesian Journal of Science and Mathematics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.