The Use of Open-Ended Student Worksheet to Improve Mathematics Communication Skills in Algebra
Keywords:Open Ended Student Worksheet, Mathematic Communication Skills, Group Discussion
Communication is the foundation of every learning activity. Mathematical communication is a skill to represent ideas in mathematical language so that it is understood by others who are used in problem-solving activities. This study aims to improve mathematical communication skills by using open-ended student worksheets in algebra. The research sample involved 6 junior high schools in Purworejo Regency, Indonesia which is divided into 2 groups, the experimental group consists of 91 students and the control group consists of 96 students. The study design used a randomized static group comparison design. The research instrument used 5 item essay tests that contained non-routine problems. The data analysis technique used an independent sample T-test. The results showed that the communication skills of students who were subjected to learning using open-ended student worksheets were better than the communication skills of students who were subjected to learning using student worksheets that are commonly used by teachers. These results provide an important impact that teachers should always integrate the presentation of non-routine problems in the form of worksheets as an integral part of mathematics learning.
Bagley, Theressa & Gallenberger, Catarina. 1992. “Assessing Students' Dispositions. Using Journals to Improve Students' Performance.” Mathematics Teacher 85: 660–663.
Cai, Jinfai. Jakabscin, Mary S. & Lane, Suzanne. 1996. “Assessing A Student’s Mathematical Communication.” School Science and Mathematics 96 (5): 238-246.
Capraro, Robert M. Capraro, Mary M. & Rupley, William H. 2011. “Reading Enhanced Word Problem-Solving: A Theoretical Model.” European Journal of Psychology of Education DOI:10.1007/S1021270117006873.
Center for Excellence in Teaching. 1999. Communicating with Students. Los Angeles: University of Southern California.
Chapin, Suzanne H. O'Connor, Catherine. & Anderson, Nancy C. 2003. Classroom discussions: Using math talk to help students learn, grades k-6. Sausalito, CA: Math Solutions.
Koellner, Karen, Jacobs, Jennifer K. Pittman, Mary. & Borko, Hilda. (2005). “Strategies for Building Mathematical Communication in The Middle School Classroom: Modeled in Professional Development, Implemented in The Classroom.” Current Issue in Middle-Level Education 11(2): 1 – 12.
Cobb, Paul. Boufi, Ada. McClain, Kay. & Whitenack, Joy. 1997. “Reflective Discourse and Collective Reflection.” Journal of Research 28: 258-277.
Cobb, Paul. Wood, Terry. & Yackel, Erna. 1994. Discourse, Mathematical Thinking, and Classroom Practice. In Contexts for Learning: Sociocultural Dynamics in Children’s development. New York: Oxford University Press.
Cramer, Kathleen A. & Karnowski, L. (1995). “The Importance of Children's Informal Mathematics Language in Representing Mathematical Ideas in Multiple Ways.” Teaching Children Mathematics 1: 332-335.
Duta, Nicoleta. 2015. “From Theory To Practice: The Barriers to Efficient Communication in The Teacher-Student Relationship.” Procedia - Social and Behavioral Sciences 187: 625-630.
Gorman, Michael. 2020. Communication: Facilitating and Assessing 21st Century Skills in Education. In https://21centuryedtech.wordpress.com/2020/02/27/communication-facilitating-and-assessing-the-21st-century-skills-in-education/
Hill, Crystal A. 2010. When Traditional Won’t Do: Experiences From A “Lower-Level” Mathematics Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83: 239–243. DOI: 0.1080/00098655.2010.484439
Intrator, David. 2016. Communication Skills Are Key To 21st Century Success. Available at https://thecreativeorganization.com/communication-skills-and-success/
Jurdak, Murad. & Abu Zein, Rihab. 1998. “The Effect of Journal writing on Achievement and Attitudes Toward Mathematics.” School Science and Mathematics 98(8): 412-419.
Katz, Victor. & Barton, Bill. 2007. “Stages in The History of Algebra with Implications for Teaching.” Educational Studies in Mathematics 66 (2): 185-201. DOI: 10.1007/s10649-006-9023-7.
Klerlein, Jacobs. & Hervey, Sheena. 2019. Mathematics as a Complex Problem-Solving Activity. Available at https://www.generationready.com/wp-content/uploads/2019/02/Mathematics-as-a-Complex-Problem-Solving-Activity.pdf
Kroll, Linda. & Halaby, Mona. 1997. “Writing to Learn Mathematics in The Primary School.” Young Children 52(4): 54-60.
Lomibao, Laila S. Luna, Charita A, & Namoco, Rhoda A. 2016. “The Influence of Mathematics Communication on Students’ Mathematics Performance and Anxiety.” American Journal of Educational Research 4 (5): 378-382. doi: 10.12691/education-4-5-3
Iglesias, A. Jimenez, Javier. Revuelta, Pablo. & Moreno, Lourdes. 2014. “Avoiding Communication Barriers in The Classroom: The APEINTA Project.” Interactive Learning Environments 24 (4): 829-843. https://doi.org/10.1080/10494820.2014.924533
Meel, Daved. 1999. “Email Dialogue Journals in a College Calculus Classroom: A Look at The Implementation and Benefits.” Journal of Computers in Mathematics and Science Teaching 18(4): 387-413.
National Mathematics Advisory Panel. Foundations for success. 2008. The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education.
Nohda, Nobuhiko. 2000. A Study Of Open-Approach Method In School Mathematics Teaching Focusing On Mathematical Problem-Solving Activities. Available at http://www.nku.edu/~sheffield/nohda.html.
Ontario Ministry of Education. 2005. The Ontario Curriculum, Grades 1 to 8: Mathematics. Toronto: ON Queen’s Printer for Ontario.
Osakwe, R. N. 2009. “Dimensions of Communication as Predictors of Effective Classroom Interaction.” Studies on Home and Community Science 3(1): 57-61. https://doi.org/10.1080/09737189.2009.11885277
Osana, Helena P. Lacroix, Guy L. Tucker, Bradley J. & Desrosiers, Chantal. 2006. “The Role of Content Knowledge and Problem Features on Preservice Teachers’ Appraisal of Elementary Tasks.” Journal of Mathematics Teacher Education 9(4): 347-380. https://doi.org/10.1007/s10857-006-4084-1.
Sahin, Omer & Soylu, Yasin. 2011. “Mistakes and Misconceptions of Elementary School Students About The Concept Of ‘Variable.” Procedia Social and Behavioral Sciences 15, 3322–3327. https://doi.org/10.1016/j.sbspro.2011.04.293.
Silver, Edward A, Kilpatrick, Jeremy. & Schlesinger, Beth. 1990. Thinking Through Mathematics: Fostering Inquiry And Communication In Mathematics Classrooms. New York: College Entrance Examination Board
Stein, Mary K., & Smith, Margareth S. 1998. “Mathematical Tasks as a Framework for Reflection: From Research To Practice.” Mathematics Teaching in the Middle School 3(4): 268-275.
Stein, Mary K. Smith, Margareth S. Henningsen, Marjorie A. & Silver, Edward A. 2000. Implementing Standards-Based Mathematics Instruction: A Casebook For Professional Development. New York: Teacher College
Viseu, Floriano & Oliveira, Ines B. 2012. “Open-ended Tasks in the Promotion of Classroom Communication in Mathematics.” International Electronic Journal of Elementary Education 4(2): 287-300.
Whitin, Phyllis. 2004. “Promoting problem-posing explorations.” Teaching Children Mathematics 11(4), 180-186.
How to Cite
Copyright (c) 2021 Heru Kurniawan, Prasetyo Budi Darmono
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.