<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702023000100106</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.6</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learning To Promote Students' Mathematical Curiosity And Creativity]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendiendo a promover la curiosidad matemática y la creatividad estudiantiles]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendendo a promover a curiosidade matemática e a criatividade dos alunos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rahayuningsih]]></surname>
<given-names><![CDATA[Sri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ikram]]></surname>
<given-names><![CDATA[Muhammad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Indrawati]]></surname>
<given-names><![CDATA[Nenny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,STKIP Andi Matappa Elementary School Teacher Education Study Programs ]]></institution>
<addr-line><![CDATA[Pangkajene ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitas Cokroaminoto Palopo Faculty of Teacher Training and Education Department of Mathematics Education]]></institution>
<addr-line><![CDATA[Palopo ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitas sulawesi Barat Faculty of Teacher Training and Education Department of Mathematics Education]]></institution>
<addr-line><![CDATA[Majene ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>106</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Background)  Discovery learning is a model that guides students to actively learn in finding concepts or knowledge through an inquiry process based on the data or information obtained from experiments or observations.  (Objective)  The present study examined the implementation of a modification of discovery learning using mind mapping in promoting students' mathematical curiosity and creativity.  (Method)  A Classroom Action Research (CAR) design was employed in this study. The participants were 250 students in Middle Indonesian who registered in the academic year of 2020/2021.  (Results)  The descriptive analysis showed that the students achieved an average score of 44.04 with a standard deviation of 18.716 in preCAR, 52.48 with a standard deviation of 22.978 after cycle I, and 76.72 with a standard deviation of 17.097 after cycle II. Based on the students' mathematical creative thinking scores, 2 (8%) students could perform creative thinking in pre-CAR, 6 (24%) students after cycle I, and 22 (88%) students after cycle II. These figures indicated that the students classically achieved the ability to think creatively in mathematics after cycle II.  (Conclusion)  It was concluded that the implementation of modified discovery learning and mind mapping could promote students' mathematical creative thinking ability. The interview results also suggest that the learning model could increase mathematical curiosity of both the low and high achievers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Antecedentes)  El razonamiento ha sido ampliamente estudiado por muchas personas expertas. Sin embargo, la investigación sobre el razonamiento de estudiantes en la resolución de problemas trigonométricos, en particular los relacionados con las habilidades de pensamiento lógico, sigue siendo muy necesaria.  (Objetivo)  Esta investigación es un estudio cualitativo que tuvo como objetivo explorar el razonamiento de estudiantes en la resolución de problemas trigonométricos en términos de su habilidad lógica.  (Método)  Los sujetos participantes del estudio fueron tres estudiantes con diferentes habilidades de pensamiento lógico (baja, alta y media). El instrumento en este estudio fue el propio investigador como instrumento principal apoyado en tareas de resolución de problemas matemáticos y pautas de entrevista válidas y confiables. La recolección de datos se llevó a cabo mediante entrevistas basadas en tareas y pensamiento en voz alta.  (Resultados)  En cuanto a los resultados obtenidos: (1) Lo que tienen en común participantes con habilidad de pensamiento lógico alta (ST) y media (SS) en cuanto a su razonamiento es que solían comenzar con el razonamiento inductivo y luego razonaban deductivamente, y (2) la diferencia en su razonamiento es que el estudiante con baja habilidad de pensamiento lógico (SR) no mostró ningún proceso de razonamiento en absoluto.  (Conclusión)  Para resumir, el razonamiento de estudiantes podría usarse como referencia en el desarrollo de modelos de aprendizaje matemático para mejorar sus habilidades de razonamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Contexto)  O raciocínio tem sido extensivamente estudado por muitos especialistas. No entanto, a pesquisa sobre o raciocínio do aluno na resolução de problemas trigonométricos, particularmente aqueles relacionados às habilidades de pensamento lógico, ainda é muito necessária.  (Objetivo)  Esta pesquisa é um estudo qualitativo que teve como objetivo explorar o raciocínio de alunos na resolução de problemas trigonométricos em termos de sua habilidade lógica.  (Método)  Os participantes do estudo foram três alunos com diferentes habilidades de raciocínio lógico (baixa, alta e média). O instrumento neste estudo foi o próprio pesquisador como o principal instrumento apoiado por tarefas de resolução de problemas matemáticos e modelos de entrevista válidos e confiáveis. A coleta de dados foi realizada por meio de entrevistas baseadas em tarefas e reflexões em voz alta.  (Resultados)  Em relação aos resultados obtidos: (1) O que os participantes com capacidade de raciocínio lógico alta (ST) e média (SS) têm em comum em termos de raciocínio é que costumavam começar com raciocínio indutivo e depois raciocinar dedutivamente, e (2) a diferença em seu raciocínio é que o aluno com baixa habilidade de raciocínio lógico (RL) não apresentou nenhum processo de raciocínio.  (Conclusão)  Resumindo, o raciocínio dos alunos pode ser usado como referência no desenvolvimento de modelos de aprendizagem matemática para melhorar as habilidades de raciocínio dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[creative thinking ability]]></kwd>
<kwd lng="en"><![CDATA[discovery learning]]></kwd>
<kwd lng="en"><![CDATA[mind mapping]]></kwd>
<kwd lng="es"><![CDATA[Razonamiento matemático]]></kwd>
<kwd lng="es"><![CDATA[razonamiento inductivo]]></kwd>
<kwd lng="es"><![CDATA[razonamiento deductivo]]></kwd>
<kwd lng="es"><![CDATA[trigonometría]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio matemático]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio indutivo]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio dedutivo]]></kwd>
<kwd lng="pt"><![CDATA[trigonometria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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