Identification of Graph Thinking in Solving Mathematical Problems Naturally

Autor/inn/en	Prayitno, Anggar Titis; Nusantara, Toto; Hidayanto, Erry; Rahardjo, Swasono
Titel	Identification of Graph Thinking in Solving Mathematical Problems Naturally
Quelle	In: Participatory Educational Research, 9 (2022) 2, S.118-135 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Prayitno, Anggar Titis) ORCID (Nusantara, Toto) ORCID (Hidayanto, Erry) ORCID (Rahardjo, Swasono)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Mathematics Instruction; Graphs; Problem Solving; Grade 10; High School Students; Mathematical Logic; Mathematics Skills; 21st Century Skills; Foreign Countries; Secondary School Mathematics; Indonesia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Indonesien
Abstract	This study attempts to describe characteristics of graph thinking in solving a mathematical problem. Three students at the 10th grade of senior-high schools were involved as the subject. The data was collected from the result of an optimization problem task (OPT), video recording, interviews, and field notes. The results showed two major characteristics of graph thinking were found in solving the problem. First, students used the concept of graph theory to create a problem modelling. They were able to represent the information given in the problem in the form of graph. Second, students also used the concept of graph theory to create a problem modelling and search algorithm. The problem modelling was created as the students interpreted the problem by making connection between the objects in the form of an adjacency matrix and connectivity. In devising a plan, the students referred to the problem modelling to develop search algorithms. However, the algorithms were not entirely efficient. Some of them required the students to initially describe all answer possibilities. The algorithms constructed by the students referred to sequential and conditional algorithms. This study argues that graph-thinking skill can be developed through a learning process which involves students in the solving of open-ended problem to stimulate ideas of problem solving. By developing graph thinking ability, students will be able to analyse and reason information, express mathematical ideas, and have flexibility in solving a problem. These skills are urgently needed in the 21st century where rapid and continuous changes occur. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01