USING ANALOGY IN SOLVING PROBLEMS: A CASE STUDY OF TEACHING THE RADICAL INEQUALITIES

Bui Phuong Uyen

Abstract


In mathematics education, teachers can use several reasoning methods to find solutions such as inductive, deductive and analogy. This study was intended to guide students to find solutions to problems of radical inequalities through analogical reasoning. The experiment was conducted on 36 grade 10 students at a high school in Can Tho city of Vietnam. The instrument used was a problem of radical inequalities. A three-phase teaching process had been organized with this class comprising individual work phase, group work phase and institutionalization phase. The data collected included student worksheets and was qualitatively analyzed. As a result, many students discovered how to solve the above inequality by using the analogy, and they had a considerable improvement in their problem-solving skills. Additionally, a few ideas were discussed about the use of analogy in mathematics education.

Article visualizations:

Hit counter


Keywords


analogy, radical inequalities, students' problem-solving skills

Full Text:

PDF

References


Dwirahayu, G., Mubasyiroh, S. M, Mas’ud, A. (2017). The effectiveness of teaching with analogy on students' mathematical representation of derivative concept. Advances in Social Science, Education and Humanities Research, 115, 57-60.

Loc, N. P. & Uyen, B. P. (2016). Students' errors in solving undefined problem in analytic geometry in space: a case study based on analogical reasoning, Asian Journal of Management Sciences & Education, 5(2), 14-18.

Kepceoğlu, I., Karadeniz, S. (2017). Analysis of analogies in Turkish elementary mathematics. European Journal of Science and Mathematics Education, 5(4), 355-364.

Ministry of Education and Training. Mathematics Education Curriculum, Vietnam, 2018. https://data.moet.gov.vn/index.php/s/LETzPhj5sGGnDii#pdfviewer.

Pang, Alwyn, W., Dindyal, J. (2009). Analogical reasoning errors in mathematics at junior college level, crossing divides. Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, 1.

Richland, L. E., Holyoak, K. J., & Stigler, J. W. (2004). Analogy use in eighth-grade mathematics classrooms. Cognition and Instruction, 22(1), 37–60.

Sarina, V., Namukasa, I. K. (2010). Nonmath analogies in teaching mathematics. Procedia Social and Behavioral Sciences, 2(2010), 5738-5743.

Tran, V. H., Vu, T., Le, T. T. H., Nguyen, T. T. (2016). Mathematics Textbook 10, Vietnam Education Publishing House.




DOI: http://dx.doi.org/10.46827/ejes.v8i5.3715

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Bui Phuong Uyen

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).