Description of Students Mathematical Critical Discourse on Learning by Socrates Scientific
Hunaifi1*, Darhim2
1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Abstract. This qualitative research aimed to describe students-s mathematical critical discourse on learning by Socrates Scientific. Subjects of this research were students in class VII of a junior high school in Bandarlampung. Data of this research was qualitative data about students mathematical discourse which were taken by observation, documentation, and interview. Three procedures of data analysis were data reduction, data display, and conclusion verification. Based on the result of the research, it was concluded that in mathematical discourse, there were: (1) interpretation and analysis as the dominant indicators of critical thinking ability, (2) clarification and investigation assumptions as Socratic question that was used by teacher more frequently, (3) communicating as Scientific phase that was more frequently appeared. Besides that, the research findings were characteristic pattern of mathematical discourse, mathematical discourse form, and the factors that influence students response in mathematical discourse.
Keywords: Socrates Method; Scientific Approach; Mathematical Critical Discourse
Topic: Mathematics Education