Developing Mathematics Written Communication through Case-Based Learning

Authors

  • Joko Suratno Program Studi Pendidikan Matematika, Universitas Khairun
  • Ikram Hamid Program Studi Pendidikan Matematika, Universitas Khairun
  • Ida Kurnia Waliyanti Program Studi Pendidikan Matematika, Universitas Khairun

DOI:

https://doi.org/10.31764/jtam.v7i2.13318

Keywords:

Case-based learning, Mathematical communication.

Abstract

Mathematical education, as it is now practiced, has many problems. Students that were taught using traditional instruction were only taught to listen. Without the input and feedback of the pupils, the teacher controls the learning process. Students were unable to improve their communication abilities and lacked learning independence. This study aimed to ascertain how case-based learning affected students' mathematics communication skills. The study had a posttest-only design and was a quasi-experimental investigation. The control class received standard instruction, whereas the experiment class received case-based learning instruction. The ability of students to communicate mathematically was the dependent variable in this study. The independent variables in this study were case-based learning and independent variables. Forty-six pre-service mathematics teachers from two full classes served as the research participants in their fifth semester. The tests of prior knowledge and mathematical communication skills were used as study tools. According to the research findings, there is a difference in students' capacity for mathematical communication between those who receive case-based learning instruction and those who receive traditional instruction. The experiment class had better student communication skills than the control group (p-value = 0.047). As a result, case-based learning is one option for enhancing students' communication abilities.

 

References

Akanmu, M. A., & Fajemidagba, M. O. (2012). Guided-discovery learning strategy and senior school students performance in mathematics in Ejigbo, Nigeria. Journal of Education and Practice, 4(12), 82–90. https://www.iiste.org/Journals/index.php/JEP/article/view/6515/6484

Allchin, D. (2017). Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes. CBE—Life Sciences Education, 12(3). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3763004/

Alshwaikh, J., & Morgan, C. (2018). A framework for the study of written and spoken discourse: school mathematics in Palestine. ZDM, 50, 1041–1051. https://link.springer.com/article/10.1007/s11858-018-0970-0

Aziz, Z., & Hossain, M. A. (2010). A comparison of cooperative learning and conventional teaching on students’ achievement in secondary mathematics. Procedia Social and Behavioral Sciences, 9, 53–62. https://www.sciencedirect.com/science/article/pii/S1877042810022202

Baeten, M., Dochy, F., & Struyven, K. (2013). Enhancing students’ approaches to learning: the added value of gradually implementing case-based learning. European Journal of Psychology of Education, 28, 315–336. https://link.springer.com/article/10.1007/s10212-012-0116-7

Baeten, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19, 43–62. https://link.springer.com/article/10.1007/s10984-015-9190-5

Bi, M., Zhao, Z., Yang, J., & Wang, Y. (2019). Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Medical Teacher, 41(10), 1124–1128. https://pubmed.ncbi.nlm.nih.gov/31215320/

Brodie, K. (2010). Teaching mathematical reasoning in secondary school classrooms. Springer.

Çam, A., & Geban, Ö. (2011). Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry. Journal of Science Education and Technology, 20, 26–32. https://link.springer.com/article/10.1007/s10956-010-9231-x

Chapko, M. A., & Buchko, M. (2004). Math Instruction for Inquiring Minds: Two Principals Explain Why They Turned From Conventional Math Instruction to an Approach that Focuses on Understanding and Applying Math Concepts. Principal, 84(2), 30–33. https://eric.ed.gov/?id=EJ693872

Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: classroom management problems for prospective teachers. Educational Technology Research and Development, 57, 99–129. https://link.springer.com/article/10.1007/s11423-008-9089-2

Damodharan, V. S., & Rengarajan, V. (2007). Innovative methods of teaching. http://math.arizona.edu/~atp-mena/conference/proceedings/ Damodharan_Innovative_Methods.pdf

Darr, C., & Fisher, J. (2004). Self-regulated learning in the mathematics class. NZARE Conference. https://www.nzcer.org.nz/system/files/journals/set/downloads/set2005_2_044_0.pdf

Ertmer, P. A., & Russell, J. D. (1995). Using case studies to enhance instructional design. Educational Technology, 35(4), 23–31. https://www.jstor.org/stable/44428285

Fawcett, L. (2017). The CASE Project: Evaluation of Case-Based Approaches to Learning and Teaching in Statistics Service Courses. Journal of Statistics Education, 25(2), 79–89. https://www.tandfonline.com/doi/full/10.1080/10691898.2017.1341286

Hourigan, M., & Leavy, A. M. (2022). Elementary teachers’ experience of engaging with Teaching Through Problem Solving using Lesson Study. Mathematics Education Research Journal. https://link.springer.com/article/10.1007/s13394-022-00418-w

Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning Mathematics (11th ed.). Thomson Wadsworth.

Koehler, A. A., & Vilarinho-Pereira, D. R. (2021). Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges. Educational Technology Research and Development. https://link.springer.com/article/10.1007/s11423-021-10060-1

Kulak, V. (2014). A guide to using case-based learning in biochemistry education. Biochemistry and Molecular Biology Education, 42(6). https://pubmed.ncbi.nlm.nih.gov/25345695/

McLean, S. F. (2016). Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of Medical Education and Curricular Development, 3. https://pubmed.ncbi.nlm.nih.gov/29349306/

Morgan, C., Watson, A., & Tikly, C. (2004). Teaching school 11-19: Mathematics. RotledgeFalmer.

Morrison, T. (2001). Actionable Learning: A Handbook for Capacity Building Through Cased Based Learning. Asian Development Bank Institute.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451–502). Academic Press. https://www.sciencedirect.com/science/article/pii/B9780121098902500433

Rong, H., & Choi, I. (2019). Integrating failure in case-based learning: a conceptual framework for failure classification and its instructional implications. Educational Technology Research and Development, 67, 617–637. https://link.springer.com/article/10.1007/s11423-018-9629-3

Rong, H., Choi, I., Schmiedt, C., & Clarke, K. (2020). Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study. Educational Technology Research and Development, 68, 2121–2146. https://link.springer.com/article/10.1007/s11423-020-09751-y

Stanley, T. (2021). Project-Based Learning for Gifted Students: A Step-by-Step Guide to PBL and Inquiry in the Classroom. Routledge.

Suratno, J., Ardiana, & Tonra, W. S. (2018). Computer-assisted guided discovery learning of algebra. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012132

Tawfik, A. A., Fowlin, J., Kelley, K., Anderson, M., & Vann, S. W. (2019). Supporting Case-Based Reasoning in Pharmacy Through Case Sequencing. Journal of Formative Design in Learning, 3, 111–122. https://link.springer.com/article/10.1007/s41686-019-00035-0

Valentine, K. D., & Kopcha, T. J. (2016). The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment. Educational Technology Research and Development , 64, 1183–1206. https://link.springer.com/article/10.1007/s11423-016-9443-8

Watson, W. R., Watson, S. L., Koehler, A. A., & Oh, K. H. (2022). Student profiles and attitudes towards case-based learning in an online graduate instructional design course. Journal of Computing in Higher Education. https://link.springer.com/article/10.1007/s12528-022-09339-w

Willems, P. P., Gonzalez-DeHass, A. R., Powers, J. R., & Musgrove, A. (2021). The role of authentic teaching cases and mastery approach goals in online pre-service teachers’ self-regulated learning. Educational Technology Research and Development Volume, 69, 1003–1023. https://link.springer.com/article/10.1007/s11423-021-09972-9

Downloads

Published

2023-04-08

Issue

Vol. 7 No. 2 (2023): April

Section

Articles

License

Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).