SERIES OF ARGUMENTS ON PROCESSES OF CRITIQUES TO MATHEMATICAL PROBLEMS

Abstract

This study was initially based on the researcher’s interest in a case found in students as they responded mathematical problems provided in the form of critiques to a problem. The study aimed to explore the students’ arguments to describe the students’ thinking processes while they are giving critiques to a mathematical problem. The study was qualitative research in a case study involving one student as a subject of research.  The finding showed that the students used 4 series of arguments as the main reason to give critiques to the given problem. The critiques were delivered due to several factors consisting of; (1) the students’ inability to discover appropriate strategies to deal with the given problems; (2) the personal experiences kept in a Long Term Memory, and (3) the fallacy on reasoning.