Did Undergraduate Students Really Establish Reversible Reasoning When Faced With Inverse Function Problem Situations?

DOI

10.2991/assehr.k.200827.112How to use a DOI?

Keywords

reversibility, reversible reasoning, mental action, inverse function

Abstract

The aim of this study was to investigate reversible reasoning, particularly, mental action deployed by undergraduate students in problem situations of the inverse function. This case study compares the reversible reasoning of three high-achieving undergraduate students. These students were tested before with tests measuring their understanding of aspect function. Data collected through think aloud and clinical interviews depict strategies that the participants used to work back to find original function. the results show that three undergraduate students exhibit different reversible reasoning models when dealing with inverse function problems, consists of reversible rigid, analytic, and divergent strategy. Suggestion for further inquiry on improving knowledge and legitimation about reversible reasoning as valuable tools for teachers and students in classroom practice.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Muhammad Ikram
AU  - Hery Susanto
AU  - Purwanto
AU  - I Nengah Parta
PY  - 2020
DA  - 2020/08/28
TI  - Did Undergraduate Students Really Establish Reversible Reasoning When Faced With Inverse Function Problem Situations?
BT  - Proceedings of the SEMANTIK Conference of Mathematics Education (SEMANTIK 2019)
PB  - Atlantis Press
SP  - 27
EP  - 33
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200827.112
DO  - 10.2991/assehr.k.200827.112
ID  - Ikram2020
ER  -