Non-empirical Induction in mathematics conjecturing in the new knowledge construction

This study aims to describe students' conjecturing ability in accordance with and without the use of empirical mathematical induction methods in solving problems and building new knowledge. Data were obtained from 57 students in grade 8 by using the conjecturing process and unstructured interviews. The result showed that the conjectured process using empirical induction was longer than without its usage in solving problems and building new knowledge. However, the use of empirical induction, leads to no accommodation of problems, strategies and relationships, compared to when it is not used as shown by the Piaget's theory.