Routines’ Errors when Solving Mathematics Problems Cause Cognitive Conflict

Enditiyas Pratiwi, Toto Nusantara, Susiswo Susiswo, Makbul Muksar


Cognitive conflict is a mismatch that occurs in two things: the difference between components – for example, ideas and beliefs – of a person's cognitive structure. Many studies show that cognitive conflict often occurs in learning and when solving mathematics problems. However, very few studies have looked at cognitive conflicts in solving mathematics problems, incredibly improper fraction problems. This study aims to analyze and describe students' errors in solving math problems using a commognitive perspective. The data was collected using a test sheet instrument, where students do the test think aloud. The answers on the student test sheets were analyzed by adjusting the think-aloud that was carried out, and then the interview process was carried out as a form of triangulation of the method in the study. The data analysis results show that there is a routine error that causes cognitive conflict when solving the improper fraction problem. The error that occurs indicates that the routine can and cannot resolve the cognitive conflict that occurs. This study's findings indicate the importance of routine procedures to be understood so that their use is appropriate for solving mathematical problems.


Cognitive conflict, commognitive, routine, mathematics, fraction


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