Solo Based-Cognition Levels of Inductive Reasoning in Geometry
Inductive reasoning is one of the essential forms of thinking in mathematical discoveries and is useful in the workplace of any field. This investigation examines and characterizes the cognition levels and developmental trends in the inductive reasoning of 27 top-performing prospective mathematics teachers from three universities in Cebu City, Philippines. Participants were given a test questionnaire to assess the use of inductive task items. An in-depth analysis of the solution processes and the utilization of clustering through percentile quartiles generated two levels of cognition that support the SOLO taxonomy model. The levels are derived from a modified checklist that was based on the SOLO taxonomy. The findings support a trend of cognition for inductive reasoning ability in geometry and suggest that incoherence and the inability to connect learning to new task obstructs success. Participants who were unsuccessful in lower level tasks were not effective in higher level tasks.
Le raisonnement inductif est une des formes essentielles de pensée dans les découvertes en mathématiques, et est utile dans les milieux de travail de n’importe quel domaine. Cette étude analyse et caractérise les niveaux de cognition et les tendances en raisonnement inductif chez 27 des meilleurs futurs enseignants de mathématiques de trois universités à Cebu City, Philippines. Les participants ont complété un questionnaire visant l’évaluation de l’emploi des items impliquant un raisonnement inductif. Une analyse approfondie des processus de solution et de l’emploi du regroupement par des percentiles et des quartiles a généré deux niveaux de cognition qui appuient le modèle de la taxonomie SOLO sur les objectifs d’apprentissage. Les niveaux découlent d’une liste de vérification modifiée et basée sur la taxonomie SOLO. Les résultats appuient une tendance en cognition portant sur la capacité de raisonner de façon inductive en géométrie, et portent à croire que l’incapacité à lier l’apprentissage aux nouvelles tâches entrave la réussite. Les participants qui ne réussissaient pas les tâches de niveau bas n’étaient pas performants avec les tâches de niveau plus élevé.
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