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首页> 外文会议>International Conference of Combinatorics, Graph Theory, and Network Topology >Students creative thinking skills in solving two dimensional arithmetic series through research-based learning
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Students creative thinking skills in solving two dimensional arithmetic series through research-based learning

机译：学生通过基于研究的学习解决二维算术系列的学生创造性思维技能

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Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as "not creative"; 38.89% of the students categorized as "less creative" category; 22.22% of the students categorized as "sufficiently creative"; and 16.67% of the students categorized as "creative". By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as "sufficiently creative", 44.44% of the students categorized as "creative"; and 33.33% of the students categorized as "very creative". This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.
机译：余地化学是数学主题之一，这涉及概括公式后的逻辑和详细过程。芳基质系列概括公式需要创造力和灵活性。这项研究旨在分析普遍性算术系列中的学生创造性思维技巧。在本研究中使用了三角测量方法和基于研究的学习。该科目是九月大学教师培训教育学院数学教育硕士课程的学生。通过向学生提供分配来收集数据。数据收集是通过向学生提供开放的问题解决任务和文档研究来完成基于从属函数公式I和函数取决于I和j的泛化模式。然后，学生完成了基于函数公式构建算术概括模式的下一个问题解决任务，这取决于I和I + n以及依赖于算术的I和J的函数的和公式。本研究中操作的数据分析技术是Miles和Huberman分析模型。根据任务1的数据分析结果，学生创造性思维技能的水平归类如下; 22,22％的学生分类为“不是创造性”; 38.89％的学生分为“更少的创意”类别; 22.22％的学生分为“足够的创造性”; 16.67％的学生分为“Creative”。相比之下，任务2的数据分析结果发现，学生创造性思维技能的水平被归类如下; 22.22％的学生分类为“足够的创造性”，44.44％的学生分类为“创意”; 33.33％的学生分类为“非常有创意”。该分析结果可以为教学参考和实现更好的教学模式来规定基础，以提高学生创造性的思维技能。

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