THE EFFECTS OF DIFFERENT THREE INSTRUCTIONAL METHODS ON THE ABILITY TO COMMUNICATE MATHEMATICAL REASONING TO THE SMA STUDENTS
Abstract
Doing math is important, but understanding and communication what are they doing is more important. Because of that mathematical comminication very important to development to our student. The main purpose of the present study was to investigate the differential effects of Think-Talk-Write (TTW) Strategy and Cooperative Learning on the ability to communicate mathematical reasoning. Participants were 278 Senior High School (SMA)’s students whostudied the ”Square function graph” unit under three instructional methods namely: Cooperative Learning embedded within Think-Talk-Write (TTW) Strategy (COOP+TTW), Individualized Learning embedded within TTW Strategy (IND+ TTW), and Individualized Learning with no TTW Strategy (IND). Results showed that the Cooperative Learning embedded within TTW Strategy (COOP+TTW) group significantly outperformed the IND+TTW group, who in turn significantly outperformed the COOP and IND groups on various aspects of verbal explanations on graph interpretation test.References
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