A Systematic Qualitative Review of Teachers' Strategies in Enhancing Mathematical Reasoning in Elementary Schools

Authors

  • Mohammad Edy Nurtamam Universitas Trunojoyo Madura, Indonesia
  • Ana Naimatul Jannah Universitas Trunojoyo Madura, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v9i2.6936

Keywords:

Problem Teaching Strategies, Mathematical Reasoning, Metacognitive Approach

Abstract

Mathematical reasoning skills are a fundamental aspect in mathematics learning that contributes to students' conceptual understanding and problem-solving. This study aims to identify and analyze the strategies applied by teachers in improving students' mathematical reasoning skills in elementary schools. The research method used is a qualitative review based on literature studies and data analysis from relevant previous research. The results showed that teachers applied various strategies, including problem-based learning (PBL), group discussions, scaffolding, and the use of technology and interactive media in the learning process. In addition, metacognitive and reflective approaches have proven to be effective in improving students' critical and analytical thinking skills. These findings provide insight for educators in developing more effective teaching methods to improve students' mathematical reasoning.

Downloads

Download data is not yet available.

References

Ahmad, G., Mandar, S. R., & Joko, S. (2021). Mathematical Reasoning Ability of Grade IV Elementary School Students on Polygon Materials. Thinking Skills and Creativity Journal, 4(2), 62–67. https://doi.org/10.23887/tscj.v4i2.35388

Ali, M., Nurhayati, R., Wantu, H. M., Amri, M., & Santosa, T. A. (n.d.). The Effectiveness of Jigsaw Model Based on Flipped Classroom to Improve Students’ Critical Thinking Ability in Islamic Religious Education Learning.

Alsina, Ã., Pincheira, N., Barquero, B., Sellas, I., & Marimon-Martí, M. (2025). Responsive mathematics teaching and mathematics teacher noticing: A systematic review in early childhood and primary education. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-025-00519-2

Cai, J. (2000). Mathematical Thinking Involved in U.S. and Chinese Students’ Solving of Process-Constrained and Process-Open Problems. Mathematical Thinking and Learning, 2(4), 309–340. https://doi.org/10.1207/S15327833MTL0204_4

Edy Nurtamam, M., Santosa, T., Ilwandri, Aprilisia, S., Rahman, A., & Suharyat, Y. (2023). Meta-analysis: The Effectiveness of Iot-Based Flipped Learning to Improve Students’ Problem Solving Abilities. Edumaspul - Jurnal Pendidikan, 7, 1491–1501. https://doi.org/10.33487/edumaspul.v7i1.6195

Erdem, E., & Soylu, Y. (2020). Views Of Teachers And 7th Graders On An Enriched Learning Environment Designed For Improving Mathematical Reasoningi. 7(11).

Fraihat, M. A. K., Khasawneh, A. A., & Al-Barakat, A. A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2120. https://doi.org/10.29333/ejmste/12088

Guner, P., & Akyuz, D. (2020). Noticing Student Mathematical Thinking Within the Context of Lesson Study. Journal of Teacher Education, 71(5), 568–583. https://doi.org/10.1177/0022487119892964

Hart, L. C., Alston, A. S., & Murata, A. (Eds.). (2011). Lesson Study Research and Practice in Mathematics Education. Springer Netherlands. https://doi.org/10.1007/978-90-481-9941-9

Herbert, S., Vale, C., Bragg, L. A., Loong, E., & Widjaja, W. (2015). A framework for primary teachers’ perceptions of mathematical reasoning. International Journal of Educational Research, 74, 26–37. https://doi.org/10.1016/j.ijer.2015.09.005

Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517

Jablonski, S. (2023). Real objects as a reason for mathematical reasoning – A comparison of different task settings. International Electronic Journal of Mathematics Education, 18(4), em0758. https://doi.org/10.29333/iejme/13859

Jensen, E. O., & Skott, C. K. (2022). How Can the Use of Digital Games in Mathematics Education Promote Students’ Mathematical Reasoning? A Qualitative Systematic Review. Digital Experiences in Mathematics Education, 8(2), 183–212. https://doi.org/10.1007/s40751-022-00100-7

Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical Connection Of Elementary School Students To Solve Mathematical Problems. Journal on Mathematics Education, 10(1), 69–80. https://doi.org/10.22342/jme.10.1.5416.69-80

Kramarski, B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3(2), 83–99. https://doi.org/10.1007/s11409-008-9020-6

Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. International Electronic Journal of Mathematics Education, 13(2). https://doi.org/10.12973/iejme/2698

Manmai, T., Inprasitha, M., & Changsri, N. (2021). Cognitive Aspects of Students’ Mathematical Reasoning Habits: A Study on Utilizing Lesson Study and Open Approach. Pertanika Journal of Social Sciences and Humanities, 29(4), 2591–2614. https://doi.org/10.47836/pjssh.29.4.27

Mastuti, A. G., Abdillah, A., & Rijal, M. (2022). Teachers Promoting Mathematical Reasoning in Tasks. JTAM (Jurnal Teori Dan Aplikasi Matematika), 6(2), 371. https://doi.org/10.31764/jtam.v6i2.7339

Mukuka, A., Balimuttajjo, S., & Mutarutinya, V. (2023). Teacher efforts towards the development of students’ mathematical reasoning skills. Heliyon, 9(4), e14789. https://doi.org/10.1016/j.heliyon.2023.e14789

Oktarina, K., Suhaimi, S., Santosa, T. A., Razak, A., Irdawati, I., Ahda, Y., Lufri, L., & Putri, D. H. (2021). Meta-Analysis: The Effectiveness of Using Blended Learning on Multiple Intelligences and Student Character Education During the Covid-19 Period. IJECA (International Journal of Education and Curriculum Application), 4(3), 184–192. https://doi.org/10.31764/ijeca.v4i3.5505

Pateda, L., Saleh, Y. R., Pido, N. W. T., Adam, S., & Wantu, H. M. (n.d.). The Effect of an Augmented Reality-Based Discovery Learning Model on Students’ Language Proficiency: A Meta-Analysis.

Putra, M., Rahman, A., Ilwandri, I., Suhayat, Y., Santosa, T. A., Putra, R., & Aprilisia, S. (2023). The Effect of STEM-Based REACT Model on Students’ Critical Thinking Skills: A Meta-Analysis Study. LITERACY : International Scientific Journals of Social, Education, Humanities, 2(1), Article 1. https://doi.org/10.56910/literacy.v2i1.560

Putranta, H., Setiyatna, H., Supahar, S., & Rukiyati, R. (2021). The Effect of Smartphones Usability on High School Students’ Science Literacy Ability in Physics Learning. European Journal of Educational Research, volume–10–2021(volume–10–issue–3–july–2021), 1383–1396. https://doi.org/10.12973/eu-jer.10.3.1383

Rakić, S., Tasic, N., Marjanovic, U., Softic, S., Lüftenegger, E., & Turcin, I. (2020). Student Performance on an E-Learning Platform: Mixed Method Approach. International Journal of Emerging Technologies in Learning (iJET), 15, 187–203. https://doi.org/10.3991/ijet.v15i02.11646

Sansome, E. (n.d.). Building teachers’ pedagogy practices in reasoning, to improve students’ dispositions towards Mathematics.

Santosa, T. A., Suhaimi, S., & Aprilsia, S. (2022). Analisis Pendekatan Saintifik Dalam Pembelajaran IPA Selama Pandemi Covid-19 di Sekolah Dasar. Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar, 8(1), Article 1. https://doi.org/10.29408/didika.v8i1.5776

Sari, Y. M., Fiangga, S., Milla, Y. I. E., & Puspaningtyas, N. D. (2023). Exploring students’ proportional reasoning in solving guided-unguided area conservation problem: A case of Indonesian students. Journal on Mathematics Education, 14(2), 375–394. https://doi.org/10.22342/jme.v14i2.pp375-394

Setiyani, S., Waluya, S. B., Sukestiyarno, Y. L., & Cahyono, A. N. (2022). Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems. International Journal of Educational Methodology, 8(3), 405–420. https://doi.org/10.12973/ijem.8.3.405

Sevinc, S., & Galindo, E. (2022). Noticing Student Mathematical Thinking: Self-Contemplation of a Pre-Service Teacher. European Journal of Science and Mathematics Education, 10(2), 154–169. https://doi.org/10.30935/scimath/11489

Shone, E. T., Weldemeskel, F. M., & Worku, B. N. (2023). Strategies of enhancing students’ mathematics perception and self-efficacy to improve their mathematics achievement. Cogent Education, 10(2), 2285642. https://doi.org/10.1080/2331186X.2023.2285642

Sibgatullin, I. R., Korzhuev, A. V., Khairullina, E. R., Sadykova, A. R., Baturina, R. V., & Chauzova, V. (2022). A Systematic Review on Algebraic Thinking in Education. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2065. https://doi.org/10.29333/ejmste/11486

Sinwell, B. J. (n.d.). Formative Assessment Strategies for Mathematical Thinking: A Qualitative Action Research Study.

Slavin, R. E., & Lake, C. (2008). Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Review of Educational Research, 78(3), 427–515. https://doi.org/10.3102/0034654308317473

Smit, R., Hess, K., Bachmann, P., Blum, V., & Birri, T. (2019). What Happens After the Intervention? Results From Teacher Professional Development in Employing Mathematical Reasoning Tasks and a Supporting Rubric. Frontiers in Education, 3, 113. https://doi.org/10.3389/feduc.2018.00113

Syafruddin, S., Wantu, H. M., Muis, A., Sarnoto, A. Z., Hiola, S. F., Agustina, I., Santosa, T. A., Yastanti, U., Nugraha, A. R., Dewanto, D., Solissa, E. M., Sukini, S., Wulandary, A. S. R., Ali, M., & Kurniawan, A. (2024). Effectiveness of Think-Pair-Share and STEM Models on Critical Thinking in Early Childhood Education. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(5), 1320–1330. https://doi.org/10.31004/obsesi.v8i5.6202

Trisnawati, N. F., Setyo, A. A., Sundari, S., & Warlatu, A. (2024). Improving Mathematical Reasoning Skills Through an Open-Ended Approach Assisted by Google Classroom and Google Meet. Mosharafa: Jurnal Pendidikan Matematika, 13(2), 489–502. https://doi.org/10.31980/mosharafa.v13i2.1648

Utomo, W., Suryono, W., Jimmi, J., Santosa, T. A., & Agustina, I. (2023). Effect of STEAM-Based Hybrid Based Learning Model on Students’ Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(9), 742–750. https://doi.org/10.29303/jppipa.v9i9.5147

Waladi, C., Khaldi, M., & Lamarti Sefian, M. (2023). Machine Learning Approach for an Adaptive E-Learning System Based on Kolb Learning Styles. International Journal of Emerging Technologies in Learning (iJET), 18(12), 4–15. https://doi.org/10.3991/ijet.v18i12.39327

Wei, Y., Zhang, Q., & Guo, J. (2022). Can Mathematical Modelling Be Taught and Learned in Primary Mathematics Classrooms: A Systematic Review of Empirical Studies. Education Sciences, 12(12), 923. https://doi.org/10.3390/educsci12120923

Yayuk, E., Purwanto, P., As’ari, A. R., & Subanji, S. (2020). Primary School Students’ Creative Thinking Skills in Mathematics Problem Solving. European Journal of Educational Research, volume–9–2020(volume–9–issue–3–july–2020), 1281–1295. https://doi.org/10.12973/eu-jer.9.3.1281

Zonnefeld, V. L., & Helming, L. M. (2024a). The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs. International Electronic Journal of Mathematics Education, 19(3), em0784. https://doi.org/10.29333/iejme/14729

Zonnefeld, V. L., & Helming, L. M. (2024b). The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs. International Electronic Journal of Mathematics Education, 19(3), em0784. https://doi.org/10.29333/iejme/14729

Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department. Psychology, Evaluation, and Technology in Educational Research, 5(1), Article 1. https://doi.org/10.33292/petier.v5i1.144

Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T. A. (2023). Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555

Downloads

Published

15-03-2025

Check Article Index

How to Cite

Nurtamam, M. E., & Jannah, A. N. (2025). A Systematic Qualitative Review of Teachers’ Strategies in Enhancing Mathematical Reasoning in Elementary Schools. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(2), 553–562. https://doi.org/10.31004/obsesi.v9i2.6936

Issue

Vol. 9 No. 2 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).