基于性别和背景的天津中学生数学批判性思维能力研究

Arwan M. Said, Dana Arif Lukmana
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引用次数: 1

摘要

本研究是为了回答“Tidore市中学生基于性别和背景的数学批判性思维能力描述是什么?”这个问题。这个问题很有必要回答,因为提多学生的数学成绩在全国范围内很低,而且2015年和2018年的PISA和经合组织调查结果也强化了这个问题。性别被用作一个区分因素,因为这一因素在文化上仍然根植于这一领域,并影响社会在社会生活中的作用。蒂多由沿海、城市和山区三个重要社区组成,每个社区都有自己独特的社会生活模式。因此,研究人员也使用“背景”作为区分因素。数据收集在代表三个社区的三所学校进行,使用问卷调查,数学问题(算术,几何,代数),以及对每个地点的两名受试者(男性和女性)的半结构化访谈。分析结果显示,根据性别和背景,学生的数学批判性思维能力被归类为足够(接近较差),数学批判性思维(MCT)的成分率为0.27。男生的成果率为0.3(充分),女生的成果率为0.24(不足)。在本底基础上,城市被试MCT完成率最高,为0.49(充分),沿海和山区分别为0.17(不足)和0.15(不足)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mathematical Critical Thinking Abilities of Middle School Students in Tidore Based on Gender and Background
This study was conducted to answer the question, "What is the description of the mathematical critical thinking ability of middle school students in Tidore city based on gender and background?". This question is essential to answer because it is motivated by the mathematical performance of students in Tidore is low nationally and is reinforced by the results of the 2015 and 2018 PISA and OECD surveys. Gender is used as a distinguishing factor because this factor is still culturally rooted in this area and affects the role of society in life socially. Tidore comprises three significant communities, namely coastal, urban, and mountainous communities, each of which has a unique pattern of social life. Therefore, researchers also use "background" as a distinguishing factor. Data collection was carried out in three schools representing the three communities using a questionnaire, math problems (arithmetic, geometry, algebra), and semi-structured interviews on two subjects (male and female) in each location. The results of the analysis show, based on gender and background the ability of students to think critically mathematically are categorized as sufficient (close to less) with a mathematical critical thinking (MCT) achievement ratio of  0.27. Male subjects had an achievement ratio of 0.3 (sufficient) higher than female subjects of  0.24 (insufficient). Based on the background subjects from urban areas had the highest MCT achievement ratio of 0.49 (sufficient) while the subject achievement ratio of the coast and mountains were 0.17 (insufficient) and 0.15 (insufficient), respectively.
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