International Electronic Journal of Mathematics Education

The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Wyrasti AF, Sa’dijah C, As’ari AR, Sulandra IM. The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. Int Elect J Math Ed. 2019;14(1), 33-47. https://doi.org/10.12973/iejme/3961
APA 6th edition
In-text citation: (Wyrasti et al., 2019)
Reference: Wyrasti, A. F., Sa’dijah, C., As’ari, A. R., & Sulandra, I. M. (2019). The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. International Electronic Journal of Mathematics Education, 14(1), 33-47. https://doi.org/10.12973/iejme/3961
Chicago
In-text citation: (Wyrasti et al., 2019)
Reference: Wyrasti, Andi Fajeriani, Cholis Sa’dijah, Abdur Rahman As’ari, and I Made Sulandra. "The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task". International Electronic Journal of Mathematics Education 2019 14 no. 1 (2019): 33-47. https://doi.org/10.12973/iejme/3961
Harvard
In-text citation: (Wyrasti et al., 2019)
Reference: Wyrasti, A. F., Sa’dijah, C., As’ari, A. R., and Sulandra, I. M. (2019). The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. International Electronic Journal of Mathematics Education, 14(1), pp. 33-47. https://doi.org/10.12973/iejme/3961
MLA
In-text citation: (Wyrasti et al., 2019)
Reference: Wyrasti, Andi Fajeriani et al. "The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task". International Electronic Journal of Mathematics Education, vol. 14, no. 1, 2019, pp. 33-47. https://doi.org/10.12973/iejme/3961
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Wyrasti AF, Sa’dijah C, As’ari AR, Sulandra IM. The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. Int Elect J Math Ed. 2019;14(1):33-47. https://doi.org/10.12973/iejme/3961

Abstract

The aim of this study is to investigate the misanalogical construction of undergraduate students in their cognitive conflict in doing a non-routine mathematical task. Qualitative methods were used in this research. Data were collected from 68 seventh semester undergraduate students of Mathematics Education Study Program, Universitas Negeri Malang by assigning them to accomplish the cognitive conflict identification task and interviewing them. It is found that five students have experience the autocognitive conflict. So that we made an indepth interview to these five students to trace the misanalogical construction in their cognitive conflict and found that one of them made the misanalogical construction, and she was Elsa. The investigation result from Elsa shows that she made several misanalogical construstions in her cognitive conflict in solving the task. They are misanalogical construction in set theory, misanalogical construction in fraction, and misanalogical construction in sequence.

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