Traditional teaching and learning is a classic problem in mathematics. This method made students only as listeners and not as learners. Learning was dominated by teacher without students’ responses and feedback. Students couldn’t enhance their communication skill and were not independent in learning. This study aimed to determine the impact of guided discovery learning on students’ ability of mathematical communication. The study was a quasi-experimental research with posttest-only design. Experiment class was taught by guide discovery learning and control class was taught traditionally. The variables in this study consist of independent variables namely guided discovery learning and the dependent variable was students’ ability of mathematical communication. The research subjects were thirty six 3rd semester pre-service mathematics teacher from two full classers. Instruments of research were test of prior knowledge and test of mathematical communication ability. Based on the research data it was found that there was effect of learning factor on students’ ability of mathematical communication between students who are taught with guided discovery learning and students who are taught traditionally. Students’ communication skill in experiment class was higher than control class. Therefore, guide discovery learning is one alternative to improve student communication skill.

1.
K.
Brodie
,
Teaching mathematical reasoning in secondary school classrooms.
New York
:
Springer
, (
2010
).
2.
L. M.
Kennedy
,
S.
Tipps
, and
A.
Johnson
,
Guiding Children’s Learning Mathematics
, 11th ed.
Balmont
:
Thomson Wadsworth
, (
2008
).
3.
M. A.
Chapko
and
M.
Buchko
,
Math Instruction for Inquiring Minds
,
Principal
,
84/2
, pp.
30
33
, (
2004
).
4.
Z.
Aziz
and
M. A.
Hossain
,
A comparison of cooperative learning and conventional teaching on students’ achievement in secondary mathematics
,
Procedia Soc. Behav. Sci.
, vol.
9
, pp.
53
62
, (
2010
).
5.
V. S.
Damodharan
and
V.
Rengarajan
,
Innovative methods of teaching
, (
2007
). [Online]. Available: http://math.arizona.edu/∼atp-mena/conference/proceedings/Damodharan_Innovative_Methods.pdf.
6.
C.
Darr
and
J.
Fisher
,
Self-regulated learning in the mathematics class
, in
NZARE Conference
, (
2004
).
7.
P. R.
Pintrich
, The role of goal orientation in self-regulated learning, in
Handbook of Self-Regulation
,
M.
Boekaerts
,
P. R.
Pintrich
, and
M.
Zeidner
, Eds.
San Diego
:
Academic Press
, (
2000
), pp.
451
502
.
8.
M. A.
Akanmu
and
M. O.
Fajemidagba
,
Guided-discovery learning strategy and senior school students performance in mathematics in Ejigbo, Nigeria
,
J. Educ. Pract.
, vol.
4
, no.
12
, pp.
82
90
, (
2012
).
9.
J.
Suratno
,
Ardiana
, and
W. S.
Tonra
,
Computer-assisted guided discovery learning of algebra
, in
Journal of Physics: Conference Series
, (
2018
), vol.
1028
, no.
1
.
10.
C.
Morgan
,
A.
Watson
, and
C.
Tikly
,
Teaching school 11-19: Mathematics
.
New York
:
RotledgeFalmer
, (
2004
).
11.
H. J.
Hartman
, Cooperative Learning Approach to Mathematical Problem Solving, in
The art of Problem Solving: A Resource for the Mathematics Teacher
,
A. S.
Posamentier
, Ed.
California
:
Corwin Press, Inc.
, (
1996
), pp.
401
433
.
12.
R. I.
Arends
and
A.
Kilcher
,
Teaching for student learning: Becoming an accomplished teacher
.
New York
:
Routledge
, (
2010
).
13.
L. P.
Steffe
, Perspectives on Constructivism in Teacher Education, in
Radical Constructivism in Action: Building on the Pioneering Work of Ernst van Glasersfeld
,
L. P.
Steffe
and
P. W.
Thompson
, Eds.
London
:
RoutledgeFalmer
, (
2000
), pp.
277
288
.
14.
S. C.
Fleury
, Social studies, trivial constructivism, and the politics of social knowledge, in
Constructivism and education
,
M.
Larochelle
,
N.
Bednarz
, and
J.
Garrison
, Eds.
Cambridge
:
Cambridge University Press
, (
1998
), pp.
156
172
.
15.
J.
Confrey
, Voice and perspective: hearing epistemological innovation in students’ words, in
Constructivism and education
,
M.
Larochelle
,
N.
Bednarz
, and
J.
Garrison
, Eds.
Cambridge
:
Cambridge University Press
, (
1998
), pp.
104
120
.
This content is only available via PDF.