Students’ commognition in solving linear programming question
DOI:
https://doi.org/10.29408/jel.v12i2.34184Keywords:
cognition, commognition, communication, linear programmingAbstract
Although mathematical communication is considered important, students' ability to express mathematical ideas effectively is still not good. Therefore, this research is going to use commognitive framework that provides a valuable lens for analyzing and enhancing students' mathematical communication skills. The purpose of this study is to describe students' commognition in solving linear programming problem. The researcher selected six students for interviews based on the consistency of their answers then selected two students from the six students who had been interviewed. Commognition analysis shows striking differences in mathematical thinking and communication between DAJ and ED subjects as student with high and low commognitive ability. Student with high commognitive ability tends to be more comprehensive and exploratory. In contrast, student with low commognitive ability is relatively more limited and procedural. This implies that teachers can not judge understanding only from whether students reach the correct answer. They must also attend to how students talk, write, and represent mathematics, since these discursive moves reveal whether their routines are genuinely conceptual or merely imitative. As a result, it is advised that future studies include a group discussion, better developed question types, and more specified student criteria.
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