Namirah Fatmanissa, Anis Farida Jamil, Tatag Yuli Eko Siswono, Agung Lukito
Many studies highlighted the importance of mathematical justification in problem-solving. This paper describes students' mathematical justifications for solving derivative problems collaboratively, especially before and after the use of technology was allowed. We asked two undergraduate students who were preservice mathematics teachers in a paired problem-solving to see how they solved a derivative problem. To better understand the role of technology, we asked them to solve the problem without technology in the first session and with technology in the second. The pair progressed from the perceptual level of justification to the symbolic example with generalization level as the technology entered the discussions. The pair used technology to validate claims and exploring conjectures, yet it did not directly contribute to how they revised inaccurate claims or offered better justifications. Further studies could utilize a task that explicitly includes instructions on technology to promote mathematical justifications during CPS. © 2025, City University of New York. All rights reserved.
Faculty of Mathematics and Natural Science, State University of Surabaya, Indonesia; Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
