To Tell a Story about Students' Exploring on Mathematical Objects based on Groups Cognitive Style: Commognitive Perspective | [Pakistan Journal of Life and Social Sciences • 2025]

Author(s):

1. Rita Lefrida: Tadulako University,,Indonesia

2. Bakri M: Tadulako University,,Indonesia

3. Sutji Rochaminah: Tadulako University,,Indonesia

4. Mubarik: Tadulako University,,Indonesia

Abstract:

The qualitative approach in this research is exploratory. It was conducted at Universitas Tadulako, a university located in Palu, Indonesia. The study aims to describe how students construct mathematical objects through student participation in derivative discourse in a commognitive perspective. This is based on the theory that mathematics is a discourse that creates its own object. In this study, the subjects were recruited and divided based on their cognitive style. There were six subjects: three subjects in the cognitive style field dependent group and three subjects in the cognitive style field independent group. Furthermore, the subjects' ways of constructing mathematical objects into signifier and realization forms were the focus of the research. The results of the analysis showed that the cognitive style field dependent group utilized more trial-and-error and were able to relate the problems their previous experiences. On the other hand, the cognitive style field independent group was more able to overcome the problem by getting a relationship between signifier and realization.

Page(s): 934-959

DOI: 10.57239/PJLSS-2025-23.1.0074

Published: Journal: Pakistan Journal of Life and Social Sciences, Volume: 23, Issue: 1, Year: 2025

Keywords:

Commognitive Derivative Mathematics objects

References:

[1] Ben-Zvi D.,Sfard A. .2007 .Ariadne's thread, Daedalus' wings' and the learner's autonomy. Education & Didactique, 1(3) : 117-134.

[2] Berger M. .2013 .Examining mathematical discourse to understand in-service teachers' mathematical activities. Pythagoras, 34(1) : 197-10.

[3] Binkley M.,McGaw P.,Care B. .2012 .Assessment and Teaching of 21st Century Skills. , (5) : 2.

[4] Lerman S. .2000 .The social turn in mathematics education. Multiple perspective on mathematics education, : 19-44.

[5] Liang Y.,Zhu K.,Zhao C. .2017 .An empirical research on improving the depth of interaction through collaborative problem solving learning activities. E-Education Research, 294(10) : 87-99.

[6] Lu J.,Wu S.,Wang Y. .2022 .Asia-Pacific Edu Res. , : .

[7] Nachlieli T.,Tabach M. .2011 .Growing mathematical objects in the classroom -The case of function. International Journal of Educational Research, 12 : 10-27.

[8] Nardi E.,Ryve A.,Stadler E.,Viirman O. .2014 .Commognitive analyses of the learning and teaching of mathematics at university level: The case of discursive shifts in the study of calculus. Research in Mathematics Education, 16(2) : 182-198.

[9] Ng O. .2016 .The interplay between language, gestures, dragging and diagrams in bilingual learners' mathematical communications. Educ Stud Math, 91 : 307-326.

[10] Ng O. .2018 .Examining Technology-Mediated Communication Using a Commognitive Lens: the Case of Touchscreen-Dragging in Dynamic. International Journal of Science and Mathematics Education, 17 : 1173-1193.

[11] Mpofu S.,Pournara C. .2017 .Learner Participation in the Functions Discourse : A Focus on Asymptotes of the Hyperbola. African Journal of Research in Mathematics, Science and Technology Education, 22(1) : 2-13.

[12] Mpofu S.,Mudaly V. .2020 .Grade 11 rural learners understanding of functions: A commognition perspective. African Journal of Research in Mathematics, Science and Technology Education, 24(2) : 156-168.

[13] Park J. .2015 .Is the derivative a function? If so, how do we teach it?. Educational Studies in Mathematics, 89 : 233-250.

[14] Rahmatina D,T D,P D,Susanto I.,Hery. I. .2022 .Statistical Reasoning Process of Students in Decision Making Using Commognitive Framework. Acta Scientiae, 24(3) : 63-88.

[15] Rittle-Johnson B.,Farran D. C.,Durkin K. L. .2020 .Marginalized students' perspectives on instructional strategies in middle-school mathematics classrooms. The Journal of Experimental Education, 1728513(4) : 569-586.

[16] Robert A,Roux K. .2018 .A commognitive perspective on Grade 8 and Grade 9 learner thinking about linear equations. Pythagoras -Journal of the Association for Mathematics Education of South Africa, Pythagoras, 40(1) : .

[17] Rogovchenko S.,Stillman F.K.S.,Kaiser G.A.,Wong G.,K.L G. .2021 .Mathematical Modelling Education in East and West. International Perspectives on the Teaching and Learning of Mathematical Modelling, : 47a438.

[18] Sfard A. .2007 .When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. The Journal of the Learning Science, 16(4) : 567-615.

[19] Sfard A. .2008 .Thinking as communicating: Human development, development of discourses, and mathematizing. , : .

[20] Sfard A.,Cobb P. .2014 .The cambridge handbook of the learning sciences. , : 545-564.

[21] Sfard A,Kieran C. .2001 .Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions. , 8(1) : 42-76.

[22] Sfard A. .2011 .Introduction: Developing mathematical discourse-Some insights from communicational research. Editorial / International Journal of Educational Research, 12 : 1-9.

[23] Sfard A. .2015 .Learning, commognition and mathematics. The Sage Handbook of Learning, : 129-138.

[24] Sfard A. .2017 .Ritual for Ritual, Exploration for Exploration or what Learners are Fffered is What They Present Back to you in Return. , : .

[25] Sfard A. .2020 .Commognition. Encyclopedia of Mathematics Education, : 91-101.

[26] Springer L.,Stanne M. E.,Donovan S. S. .1999 .technology: A meta-analysis. Review of Educational Research, 69(1) : 21-51.

[27] Soejadi .2010 .Kiat Pendidikan Matematika di Indinesia. Direktorat Jenderal Pendidikan Tinggi Dapartemen Pendidikan Nasional. (Translation: "Tips for Mathematics Education in Indonesia," Directorate General of Higher Education. , : .

[28] Stewart J. .2010 .. , : .

[29] Tabach M.,Nachlieli T. .2016 .Communicational perspectives on learning. teaching mathematics: Prologue. Educational Studies in Mathematics, 91(3) : 299-306.

[30] Wille A. M. .2020 .Activity with Signs and Speaking About It: Exploring Students' Mathematical Lines of Thought Regarding the Derivative. International Journal of Science and Mathematics Education, 18 : 1587.

[31] Zhou J.,Lu J. .2017 .Collaborative problem solving task of PISA2015 and ATC21s and its enlightenment to mathematics education. Math Teaching in Middle Schools, 10 : 64-66.

Citations

Downloads

Views