Exploring Students’ Mathematical Reasoning Behavior in Junior High Schools: A Grounded Theory

Mathematical reasoning is an essential ability that students must have in every mathematics lesson. However, student behavior during the process of mathematical has yet to be widely studied. This research explores selected eighth-grade solve problems requiring a process. A qualitative methodology based on grounded theory was implemented, which included in-depth analysis answers and interviews. The data show are engaged imitative, algorithmic, semi-creative, creative behavior. Next, explanation carried out for four from each level Students groups showed consistency given problems. findings this study can encourage teachers focus fostering highest reasoning, namely students.