Cognitive map: Strategies for tracking error patterns in mathematics proof

Abstract

The difficulty of students in constructing mathematical proof is often seen in the form of solving errors they make. In this case, students' mistakes in mathematical proof are a reflection of their way of thinking. If these errors are not resolved, it will have an impact on students' thinking when working on further mathematical proofs. The patterns of student error in constructing mathematical evidence can be identified, namely: 1) proving statements by providing numbers or examples, 2) manipulating incorrect algebra, 3) verifying numerical proof after formal proof, and 4) inability to understand the definition of the statement. Of course, this error pattern needs to be traced more deeply using cognitive maps. Cognitive maps are techniques for representing how subjects think about a particular problem or situation so that researchers can act for the next step. This is, of course, a cognitive map is a person's perspective on the subject, which is described qualitatively by connecting concepts to be able to predict causal behaviour. Therefore, students' thought processes of constructing mathematical evidence can be traced using cognitive map.