Muhammad Ikram, Purwanto, I. Nengah Parta, Hery Susanto
Researchers have argued that reversible reasoning is involved in all topics in mathematics. The study employed a qualitative research approach, consisted of three sessions (pre-assessment, thinking-aloud, and interview), and involved eight participants enrolled in Algebra class. The aim was to explore the potential role of reversible reasoning on students' inverse functions. The result of study indicated that there three categories of reversible reasoning that refer to the consistency of students in completing inverse function tasks, which are relational-harmonic, relationalvisual, and relational-identity. Mental activities performed by the students in constructing and reasoning inverse functions were also explained. In addition, potential aspects of the students' reversible reasoning created during the process of constructing meaning were highlighted. These findings provide perspectives on reversible reasoning, students' understanding of inverse functions, and areas of future research. © 2020, Journal for the Education of Gifted Young Scientists.
Doctoral Study Program of Mathematics Education, Universitas Negeri Malang, Jl Semarang No. 5, East Java, Indonesia; Department of Mathematics Education, Faculty of Teachers Training and Educations, Universitas Cokroaminoto Palopo, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl Semarang No. 5, East Java, Indonesia
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