Detection of College Students' Anxiety in Carrying Out Mathematical Argumentation about Geometry Problems
2019
Students often feel anxious when dealing
with mathematical problems, especially the problem
of proving. This study aims to detect student anxiety
when doing mathematical arguments about
geometry problems. They construct arguments
about proving congruence of triangles, which
showed a series of reason structures with definitions,
axioms, characteristics, and theorems. Three
students who programmed geometry courses
participated in task-based interviews focusing on
determining object characteristics of geometry
problems. The Toulmin argumentation model was
used to analyze their mathematical arguments in
solving problems. Four components related to the
structure of argumentation have been identified,
such as the availability of data, delivered warrants
with the use of media, declared claims, and Backing
with clarification. Besides, the questionnaire was
also applied to identify their anxiety when arguing
mathematics. They already looked highly anxious
when they began to see silently, turned to friends,
tried to remember by looking up, sweating, stress,
and worried.
Keywords: anxiety, argumentation, solving problems,
proving steps, task-based interviews.
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