Reflective Plausible Reasoning in Solving Inequality Problem

Abstract

This study explored students' reflective plausible reasoning in solving inequality problem. This explorative study with the qualitative approach was conducted to seven subjects. Data are derived from the result of written answer, think aloud, and interview. The data from those subjects were analyzed using a constant comparative method so that it was obtained the same characteristics of reflective plausible reasoning. In this article, the authors described two subjects. The results of this study were the characteristics of students' reflective plausible reasoning shown by these behaviors: (1) students gave the argumentations based on intrinsic mathematical properties during solving inequality problem, (2) students experienced state of perplexity in problem solving process, (3) students realized that there was inaccuracy in the problem solving process which is indicated by feeling suspicious, doubtful, or curious, (4) students conducted inquiry to correct their error until they found the right solution, and (5) students experienced state of steadiness which is indicated by feeling sure and satisfied toward the truth of the result.