Learning Implementation Using Mathematical Task to Enhance Mathematical Reasoning Ability in Problem Solving in Three-Dimensional Geometry for The Grade 6 Students

Abstract

This action research aimed to study the approach to teaching and the results of developing mathematical reasoning ability in problem solving of Grade 6 students on the topic of three-dimensional geometric shapes when organizing learning, by utilizing mathematical tasks. The participants were 14 students. The research instruments included lesson plans, reflective journals, activity sheets  and Mathematical reasoning ability test for problem solving. The research was conducted over four cycles. The data were analyzed using content analysis and triangulation. The result is the approach to teaching mathematics was found to be: 1.) Teacher should be stimulated to be interested with video clips related to everyday situations or activities that students are interested in. Teachers should engage students through questions and connect discussions about the situations to the lesson,  2.) The teacher should present the situation and facilitate discussions about it again, posing questions and clarifying any concepts that students do not understand. When students reach the stage of hands-on practice, the teacher should consider their learning abilities and reading skills. The teacher must provide close guidance and use probing questions to encourage students to think critically and express their ideas by writing them down in the activity sheets, 3.) The teacher should summarize the knowledge gained from the questioning and answering process to help students formulate their own concepts and clarify any key points that remain unclear,  4.) The design of mathematical tasks should include all four levels, arranged in order of cognitive demand: Level 1 Memorization, Level 2 procedures without connections, Level 3 procedures with connections and Level 4 – doing mathematics. This progression can support students’ development of mathematical reasoning in problem-solving. Furthermore, when students engage in hands-on activities based on real-life situations will help them gain a better understanding and be able to solve problems effectively. They are more likely to gain a deeper understanding and become better at solving real-world problems. However, Students’ problems with reading literacy contributed to the modest level of improvement observed. The results showed improvement in students’ mathematical reasoning ability in problem solving, the highest improvement was found in Recognizing and Evaluating Situations (RSA), followed by Reasonable Summarization (RSS), Revising and Justifying Solutions (RSR), Selecting Strategies (RSC), and Awareness of Problem-Solving Applications (RSB), respectively.