Enhancement Of Mathematical Reasoning Ability At Senior High School By The Application Of Learning With Open Ended Approach

The objective of this research is to investigate the differences of students’ enhancement of mathematical reasoning ability as the result of the application of learning with open ended approach and conventional learning. The population in this research was the entire students in high schools and Aliyah in Bandung. The sample is students on grade X. Two classes are randomly selected from each school, one class as an experiment class (open-ended approach) and another class as a control class (conventional learning). The instruments used include mathematical prior knowledge test, mathematical reasoning test, and guidelines for observation. The results of data analysis show that if it is viewed as a whole, students’ enhancement of mathematical reasoning who had treated with instruction using open-ended approach was better than students who had treated with regular instruction. There is interaction between learning approach and school levels towards students’ enhancement of mathematical reasoning. There is no interaction between learning approach and the initial of mathematical ability towards students’ enhancement of mathematical reasoning. Keywords: Open Ended Approach, Conventional, and Mathematical Reasonin

How students blend conceptual and formal mathematical reasoning in solving physics problems

Current conceptions of expert problem solving depict physical/conceptual reasoning and formal mathematical reasoning as separate steps: a good problem solver first translates a physical Current conceptions of quantitative problem-solving expertise in physics incorporate conceptual reasoning in two ways: for selecting relevant equations (before manipulating them), and for checking whether a given quantitative solution is reasonable (after manipulating the equations). We make the case that problem-solving expertise should include opportunistically blending conceptual and formal mathematical reasoning even while manipulating equations. We present analysis of interviews with two students, Alex and Pat. Interviewed students were asked to explain a particular equation and solve a problem using that equation. Alex used and described the equation as a computational tool. By contrast, Pat found a shortcut to solve the problem. His shortcut blended mathematical operations with conceptual reasoning about physical processes, reflecting a view - expressed earlier in his explanation of the equation - that equations can express an overarching conceptual meaning. Using case studies of Alex and Pat, we argue that this opportunistic blending of conceptual and formal mathematical reasoning (i) is a part of problem-solving expertise, (ii) can be described in terms of cognitive elements called symbolic forms (Sherin, 2001), and (iii) is a feasible instructional target.Comment: Pre-reviewed draft, now published in Science Educatio

Efficiently Integrating Boolean Reasoning and Mathematical Solving

Many real-world problems require the ability of reasoning efficiently on formulae which are boolean combinations of boolean and unquantified mathematical propositions. This task requires a fruitful combination of efficient boolean reasoning and mathematical solving capabilities. SAT tools and mathematical reasoners are respectively very effective on one of these activities each, but not on both. In this paper we present a formal framework, a generalized algorithm and architecture for integrating boolean reasoners and mathematical solvers so that they can efficiently solve boolean combinations of boolean and unquantified mathematical propositions. We describe many techniques to optimize this integration, and highlight the main requirements for SAT tools and mathematicalsolvers to maximize the benefits of their integration

A framework for the natures of negativity in introductory physics

Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. Novices can struggle to understand the many roles signed numbers play in physics contexts, and recent evidence shows that unresolved struggle can carry over to subsequent physics courses. The mathematics education research literature documents the cognitive challenge of conceptualizing negative numbers as mathematical objects--both for experts, historically, and for novices as they learn. We contribute to the small but growing body of research in physics contexts that examines student reasoning about signed quantities and reasoning about the use and interpretation of signs in mathematical models. In this paper we present a framework for categorizing various meanings and interpretations of the negative sign in physics contexts, inspired by established work in algebra contexts from the mathematics education research community. Such a framework can support innovation that can catalyze deeper mathematical conceptualizations of signed quantities in the introductory courses and beyond

Multiple fuzzy reasoning approach to fuzzy mathematical programming problems

We suggest solving fuzzy mathematical programming problems via the use of multiple fuzzy reasoning techniques. We show that our approach gives Buckley’s solution [1] to possibilistic mathematical programs when the inequality relations are understood in possibilistic sense

Metaphysics and Law

The dichotomy between questions of fact and questions of law serves as a starting point for the following discussion of the nature of legal reasoning. In the course of the dialogue the author notes similarities and dissimilarities between legal reasoning and philosophical and mathematical reasoning. In the end we are left with a clearer insight into the distinctive features of the adjudicative process

Metaphysics and Law

The dichotomy between questions of fact and questions of law serves as a starting point for the following discussion of the nature of legal reasoning. In the course of the dialogue the author notes similarities and dissimilarities between legal reasoning and philosophical and mathematical reasoning. In the end we are left with a clearer insight into the distinctive features of the adjudicative process

A Science of Reasoning

This paper addresses the question of how we can understand reasoning in general and mathematical proofs in particular. It argues the need for a high-level understanding of proofs to complement the low-level understanding provided by Logic. It proposes a role for computation in providing this high-level understanding, namely by the association of proof plans with proofs. Proof plans are defined and examples are given for two families of proofs. Criteria are given for assessing the association of a proof plan with a proof. 1 Motivation: the understanding of mathematical proofs The understanding of reasoning has interested researchers since, at least, Aristotle. Logic has been proposed by Aristotle, Boole, Frege and others as a way of formalising arguments and understanding their structure. There have also been psychological studies of how people and animals actually do reason. The work on Logic has been especially influential in the automation of reasoning. For instance, resolution..