THE EFFECTS OF USING 5 PRACTICES AND METACOGNITIVE ACTIVITIES ON MATHEMATICAL REASONING COMPETENCY OF SIXTH GRADE STUDENT

Abstract

         This research aimed to study instructional guidelines for promoting mathematical reasoning competency according to the 5 practices integrated with metacognitive strategies and to study the effects of learning implementation based on the 5 practices integrated with metacognitive strategies in three-dimensional geometry lessons for sixth-grade students. Four cycles of action research were conducted in 14 hours. Research tools of this study included learning management plans, activity sheets, an instructional reflection form, a video recording and mathematical reasoning competency tests. Data were analyzed by content analysis and data creditability by triangulation method.

          The results reveal five instructional guidelines, including 1) guideline for preparing before and during learning management; 2) guideline for promoting the use of metacognition in students’ work; 3) guideline for using questions during learning management; 4) guideline for stimulation and participation; 5) guideline for connecting and forming mathematical ideas. The study indicates a positive trend of mathematical reasoning competency. After learning the fourth cycle, 36.84 percent of the students had a very good level of competence in reasoning about knowledge and conditions. 36.84 percent of the students had a very good level of competence in reasoning about representation. 21.05 percent of students had a very good level of competence in reasoning about processes and procedures. 36.84 percent of the students had a very good level of competence in reasoning about conclusions. and 21.05 percent of students had a very good level of competence in reasoning about identifying and analyzing constraints.