Rigorous Mathematical Thinking: Why are Cognitive Levels Important in Three-Dimensional Learning for Pre-service Teachers?
Siska Firmasari (a*), Dina Pratiwi Dwi Santi (b)

(a,b)Departemen Pendidikan Matematika, Universitas Swadaya Gunung Jati,
Jl. Perjuangan No. 01, Cirebon, 45135, Indonesia
*siskafirmasari[at]unswagati.ac.id

Abstract

The study of three-dimensional material is closely related to cultivating the abstract ability of high-level students. The capability in question is rigour mathematical thinking (RMT). Not many researchers have taken the theme of RMT, whereas the published research results do not focus on the relationship with the cognitive level of pre-service mathematics teachers. RMT on pre-service teachers is important because they must have abstraction ability to teach correctly according to the concept. This study aims to determine the rigour mathematical thinking ability of pre-service teachers based on the cognitive level of the three-dimensional material. Researchers used descriptive qualitative methods, because using the instrument in the form of test sheets and interviews. The sample of the study is a student of pre-service mathematics teachers who are studying three dimensional material as much as three people. one each for low, medium, and high cognitive levels. The results show that cognitive level plays an important role in the abstract material of the third dimension for pre-service teachers who are closely related to RMT. Candidates for low cognitive level teachers enter RMT qualitative level, while quantitative level, and high abstract relational level. Research results can be a rationale for giving appropriate treatment to pre-service teachers before carrying out teaching practice.

Keywords: Rigorous Mathematical Thinking, Cognitive Level, Pre-service Mathematics Teacher

Topic: Mathematics Education