Contextual mathematical thinking learning model¶
Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal),q1· 0 of 1 report an effect size · 3 claims rest on one study
Description¶
A learning model the authors develop by combining constructivism, problem-based learning, contextual teaching and learning, and higher-order thinking strategies. Its six-phase syntax runs from presenting contextual problems through critical/analytical questioning, individual and group investigation, presentation and discussion, and reflection, to a higher-order thinking test. The article states it is "supported by generally standard theories" and shows internal consistency among its components: purposes, syntax, reaction principle and support system.
Design Implications¶
Context¶
Requirements¶
- Implementation follows the six syntax phases with the allocated times (about 10, 10, 30, 20, 5 and 15 minutes)
- Teacher acts as facilitator providing scaffolding to raise students' thinking to a higher-order level
Constraints¶
- Results come from one Grade VIII sample of 78 students on cone, cylinder and sphere material; the authors state results "should be validated by a larger sample size"
Target Learners¶
- Grade VIII junior high school students
Learning Goals¶
- higher-order thinking ability (analyzing, evaluating, creating) in mathematics
Claims¶
- Cmtl Model Higher Gain Than Control [+M]
- Cmtl Model Expert Validation [+M]
- Cmtl Model Practicality Observations [+M]
Related Designs¶
Examples¶
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Key Sources¶
- Damianus D. Samo, Darhim & Bana Kartasasmita. (2017). Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students. International Education Studies, 10(12). https://doi.org/10.5539/ies.v10n12p17
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
contextual-mathematical-thinking-learning-model |
title |
Contextual mathematical thinking learning model |
description |
A learning model the authors develop by combining constructivism, problem-based learning, contextual teaching and learning, and higher-order thinking strategies. |
status |
review |
generated |
by process:settle-candidates on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — damianus-d-samo-2017 |
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