Taiwaness Context: the works of Fou Lai Lin
3. Taiwaness Context: the works of Fou Lai Lin
Fou Lai Lin 2006 has developed a framework for designing conjecturing activity in mathematics thinking. He elaborated the entries of conjecturing and proved that conjecturing in mathematical thinking is a necessary process of problem solving, develops competency of proving and facilitates procedural operating. A conjecturing activity 8 may start with one of the three entries: a false statement, a true statement, and a conjecture of learners. Using students’ misconception as starting point is an example, such as A proceduralized refutation model PRM Lin Wu, 2005 can be applied to design a conjecturing activity by substituting each students’ misconception into the first item in the worksheet which follows student’s activities step by step in the model. Fou Lai Lin 2006 found that many teaching experiments show that high 8 Lin F. L. in Masami et al, I, 2006, “Collaborative Study on Innovations for Teaching and Learning Mathematics in Different Cultures I: Lesson Study on Mathematical Thinking”, Tsukuba University: CRICED Pend. Matematika 121 school students are able to notice the beauty of a certain formula. Students 9 are also convinced by applying the area formula with some specialextreme cases of triangles. Thinking in symmetry 10 , degree of the expression and specialextreme cases composes a triad of mathematics thinking which can be generalized to make conjectures for formulae of geometry quantities. Refer to de Lange 1987 he agreed that mathematizing is an organizing and structuring activity according to which acquired knowledge and skills are used to discover unknown regularities, relations and structures. From Kilpatrick, Swafford, and Findell 2001 he noticed that mathematics proficiency consists five components: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. In his research, Fou Lai Lin ibid. strived to prove that conjecturing was able to enhance conceptual understanding. Using students’ misconceptions as the starting statement in PRM, he investigated Freudenthal’s claimed that conjecturing can enhance conceptual understanding both in prospective learning and in retrospective learning. He involved teachers to carry out their teaching exploration in which conjecturing is to facilitate procedural operating. Further, he found that conjecturing can develop competency of proving. Conjecturing and proving very often are discontinuous. In order to merge those two learning activities, learning strategy such as “constructing premiseconclusion” and “defining” are proved to be effective. The ultimate results of his work suggest that conjecturing approach can drive innovation in mathematics teaching. He concluded that conjecturing activity encourages the students: 1 to construct extreme and paradigmatic examples, 2 to construct and test with different kind of examples, 3 to organize and classify all kinds of examples, 4 to realize structural features of 9 Ibid. 10 Ibid. SEMNAS Matematika dan Pend. Matematika 2007 122 supporting examples, 5 to find counter‐examples when realizing a falsehood, 6 to experiment, 7 to self‐regulate conceptually, 8 to evaluate one’s own doing ‐thinking, 9 to formalize a mathematical statement, 10 to image extrapolate explore a statement, and 11 to grasp fundamental principles of mathematics involves learners in thinking and constructing actively.4. Japanese Context: the works of Katagiri
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» British context: the works of David Tall
» Taiwaness Context: the works of Fou Lai Lin
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