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Original Research

COGNITION TRAJECTORY IN TEACHING AND LEARNING MATHEMATICS

MOHAMAD RIF’AT 1, SUGIATNO 2, SUDIANSYAH 3, HERIYANTO 4, YESAYA UMENG 5, and DIA PRIMA JUWITA 6.

Vol 17, No 09 ( 2022 )   |  DOI: 10.5281/zenodo.7118087   |   Author Affiliation: Mathematics Education Program, University of Tanjungpura, Indonesia 1,2,3,4,5,6.   |   Licensing: CC 4.0   |   Pg no: 1551-1561   |   To cite: MOHAMAD RIF'AT, et al., (2022). COGNITION TRAJECTORY IN TEACHING AND LEARNING MATHEMATICS. 17(09), 1551–1561. https://doi.org/10.5281/zenodo.7118087   |   Published on: 27-09-2022

Abstract

We explore the mutual influence between cognition trajectory and teaching and learning mathematics, include the content knowledge. That presents the two fields to affect the interplay due to theoretical constructs. Through discussion, the representations progressed the courses and developed professional knowledge. We move to both areas, and the exploration shows a trend toward subject knowledge.


Keywords

cognition trajectory, teaching and learning mathematics, content knowledge, re-representation, project-based learning