Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Predictive reasoning of senior high school students in handling COVID-19 data
1
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
2
Universitas Islam Negeri Antasari Banjarmasin, INDONESIA
Online publication date: 2023-03-25
Publication date: 2023-04-01
EURASIA J. Math., Sci Tech. Ed 2023;19(4):em2253
KEYWORDS
ABSTRACT
The purpose of this study is to describe the characteristics of predictive reasoning made by
students in solving graph-related problems, particularly related to COVID-19. This is a descriptive
qualitative study with data collected from a sample size of 25 senior high school students and
analyzed using the generalization-prediction task. The result revealed that there are three types of
students’ predictive reasoning made based on (1) data observation, (2) data observation coupled
with prior experience, and (3) data observation coupled with prior experience or knowledge. The
experience used to make a prediction is obtained from personal life, classroom, and general
knowledge about COVID-19. In conclusion, this study improves students’ understanding and
ability to reason with graphs and future studies can be conducted with different prediction tasks.
REFERENCES (37)
1.
Archila, P. A., Danies, G., Molina, J., Truscott de Mejía, A.-M., & Restrepo, S. (2021). Towards COVID-19 literacy: Investigating the literacy levels of university students in Colombia. Science & Education, 30(4), 785-808. https://doi.org/10.1007/s11191....
2.
Becker, J. S., Paton, D., Johnston, D. M., & Ronan, K. R. (2017). The role of prior experience in informing and motivating earthquake preparedness. International Journal of Disaster Risk Reduction, 22, 179-193. https://doi.org/10.1016/j.ijdr....
3.
Bozkurt, A., Karakaya, K., Turk, M., Karakaya, O., & Castellanos-Reyes, D. (2022). The impact of COVID-19 on education: A meta-narrative review. TechTrends, 66(5), 883-896. https://doi.org/10.1007/s11528....
4.
Bragdon, D., Pandiscio, E., & Speer, N. (2019). University students’ graph interpretation and comprehension abilities. Investigations in Mathematics Learning, 11(4), 275-290. https://doi.org/10.1080/194775....
5.
Chua, R. & Iyengar, Shenaa S. (2008). Creativity as a matter of choice: Prior experience and task instruction as boundary conditions for the positive effect of choice on creativity. Journal of Creative Behavior, 42(3), 164-180. https://doi.org/10.1002/j.2162....
6.
Fauzi, A., Husamah, H., Miharja, F. J., Fatmawati, D., Permana, T. I., & Hudha, A. M. (2020). Exploring COVID-19 literacy level among biology teacher candidates. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1864. https://doi.org/10.29333/ejmst....
7.
Firmansyah, E., Mubarika, M. P., & Saniah, L. (2021). Mathematical disposition of strategic thinking ability in working on HOTS questions. Journal of Physics: Conference Series, 1778(1), 012011. https://doi.org/10.1088/1742-6....
8.
Geofrey, M. (2021). Children ‘ s prior knowledge is very important in teaching and learning in this era of constructivism. https://doi.org/10.13140/RG.2.....
9.
Goniewicz, K., Khorram-Manesh, A., Hertelendy, A. J., Goniewicz, M., Naylor, K., & Burkle, F. M. (2020). Current response and management decisions of the European Union to the COVID-19 outbreak: A review. Sustainability, 12(9), 3838. https://doi.org/10.3390/su1209....
10.
Ivanjek, L., Susac, A., Planinic, M., Andrasevic, A., & Milin-Sipus, Z. (2016). Student reasoning about graphs in different contexts. Physical Review Physics Education Research, 12(1), 1-13. https://doi.org/10.1103/PhysRe....
11.
Kasmer, L. A., & Kim, O.-K. (2012). The nature of student predictions and learning opportunities in middle school algebra. Educational Studies in Mathematics, 79, 175-191. https://doi.org/10.1007/s10649....
12.
Kasmer, L., & Kim, O.-K. (2011). Using prediction to promote mathematical understanding and reasoning. School Science and Mathematics, 111(1), 20-33. https://doi.org/10.1111/j.1949....
13.
Katarína, K., & Marián, K. (2017). Making predictions skill level analysis. AIP Conference Proceedings, 1804(1), 050005.https://doi.org/10.1063/1.4974....
14.
Khoiri, A., Evalina, Komariah, N., Utami, R. T., Paramarta, V., Siswandi, Janudin, & Sunarsi, D. (2021). 4Cs analysis of 21st century skills-based school areas. Journal of Physics: Conference Series, 1764(1), 012142. https://doi.org/10.1088/1742-6....
15.
Kim, O., & Kasmer, L. (2007). The effect of using prediction questions in the middle school algebra classroom. Childhood: A Global Journal of Child Research, January, 359-363.
16.
Kujawa, S., & Huske, L. (1995). Strategic teaching and reading project guidebook. NCREL.
17.
Lavoie, D. R. (1999). Effects of emphasizing hypothetico-predictive reasoning within the science learning cycle on high school student’s process skills and conceptual understandings in biology. Journal of Research in Science Teaching, 36(10), 1127-1147. https://doi.org/10.1002/(SICI)...<1127::AID-TEA5>3.0.CO;2-4.
18.
Lim, K. H., Buendía, G., Kim, O. K., Cordero, F., & Kasmer, L. (2010). The role of prediction in the teaching and learning of mathematics. International Journal of Mathematical Education in Science and Technology, 41(5), 595-608. https://doi.org/10.1080/002073....
19.
Michalke, A. (2021). Predictions between causality and chance remarks on methods of prediction and limits of predictability. https://doi.org/10.13140/RG.2.....
20.
Moss, D. L. (2017). Mathematical modeling: Are prior experiences important? The Mathematics Teacher, 110(9), 654-660. https://doi.org/10.5951/mathte....
21.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hopper, M. (2015). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Center.
22.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2019). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
23.
Nurjaman, A. & Hertanto. (2022). Social media and election under covid-19 pandemic in Malang regency Indonesia. International Journal of Communication and Society, 4(1), 11. https://doi.org/10.31763/ijcs.....
24.
OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD. https://doi.org/10.1787/a83d84....
25.
Okan, Y. (2016). How people with low and high graph literacy process health graphs: Evidence from eye-tracking. Journal of Behavioral Decision Making, 29(2), 271-294. https://doi.org/10.1002/bdm.18....
26.
Oslington, G. (2018). Second-graders’ predictive reasoning strategies. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (pp. 435-442). PME.
27.
Oslington, G. (2020). Third-graders’ predictive reasoning strategies. Educational Studies in Mathematics, 104(1), 5-24. https://doi.org/10.1007/s10649....
28.
Oslington, G. R., Mulligan, J., & Bergen, P. V. (2021). The development of predictive reasoning in Grades 3 through 4. In Y. H. Leong, B. Kaur, B. H. Choy, J. B. W. Yeo, & S. L. Chin (Eds.), Excellence in mathematics education: Foundations and pathways (Proceedings of the 43td Annual Conference of the Mathematics Education Research Group of Australasia) (pp. 305-312). MERGA.
29.
Ozmen, Z. M., Guven, B., & Kurak, Y. (2020). Determining the graphical literacy levels of the 8th grade students. Eurasian Journal of Educational Research, 2020(86), 269-292. https://doi.org/10.14689/ejer.....
30.
Russo, J., MacDonald, A., & Russo, T. (2022). The influence of making predictions on the accuracy of numerosity estimates in elementary-aged children. International Journal of Science and Mathematics Education, 20(3), 531-551. https://doi.org/10.1007/s10763....
31.
Sagala, P. N. (2019). Development of higher-order thinking skills (HOTS) questions of probability theory subject based on Bloom’s taxonomy. Journal of Physics: Conference Series, 1188(1), 012025. https://doi.org/10.1088/1742-6....
32.
Shane, S. (2000). Prior knowledge and the discovery of entrepreneurial opportunities. Organization Science, 11(4), 448-469. https://doi.org/10.1287/orsc.1....
33.
Sharma, S. (2013). Assessing students ‘ understanding of tables and graphs: Implications for teaching and research. International Journal of Educational Research and Technology, 4, 51-70.
34.
Sorakin, Y., Akarturk, H., Oznacar, B., Prokopyev, A. I., Burkhanova, I. Y., Musin, O. A., Shaleeva, E. F., & Krivonozhkina, E. G. (2022). Educational reflections on the coronavirus pandemic in three different countries. EURASIA Journal of Mathematics, Science and Technology Education, 18(11), em2180. https://doi.org/10.29333/ejmst....
35.
Syarifah, T., Usodo, B., & Riyadi. (2019). Student’s critical thinking ability with higher order thinking skills (HOTS) question based on self-efficacy. Journal of Physics: Conference Series, 1265(1), 012013. https://doi.org/10.1088/1742-6....
36.
Thiel, R. P., & George, K. D. (1976). Some factors affecting the use of the science process skill of prediction by elementary school children. Journal of Research in Science Teaching, 13(2), 155-166. https://doi.org/10.1002/tea.36....
37.
Tilak, J. B. G., & Kumar, A. G. (2022). Policy changes in global higher education: What lessons do we learn from the COVID-19 pandemic? Higher Education Policy, 35(3), 610-628. https://doi.org/10.1057/s41307....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
