Rigorous mathematical thinking based on gender in the real analysis course

Abstract

Real analysis is a course that is abstract and high difficulty level. Male students are weak in understanding basic concepts, while women are always follow on examples of answers from lecturers. Consequently, their abstraction abilities do not develop. To provide appropriate treatment, the lecturer should know the rigour mathematical ability of the students. Therefore, this study aims to identify students' rigour mathematical abilities in Real Analysis courses. The research method is descriptive qualitative. The research instruments are test questions and interview sheets. The sample was six students. The researcher divides the students into three cognitive levels based on test results, i.e. two for low cognitive level, two for medium, and two for a high cognitive level. This study concludes that there is a difference of mathematical thinking of rigour of students based on gender-related to three levels of cognitive ability. Male students have a simple way of thinking impacting on a short answer pattern. The way of thinking of female students is systematic, and the pattern of the answer is long and sorted. The results of this study can be the basis of the treatment of students based on the level of cognitive ability and gender.