Problem-solving and mathematical connections are two important things in learning mathematics, namely as the goal of learning mathematics. However, it is unfortunate that the ability of students 'mathematical connections is very low so that it impacts on students' failure in solving mathematical problems. The writing of this paper aims to discuss the understanding of mathematical problems, mathematical problem solving, mathematical connections, and how they play a role in solving mathematical problems. The method used in writing this paper is a method of studying literature, which is reinforced by the example of a qualitative research result. The research subjects consisted of two eighth grade students of junior high school in Jember East Java, Indonesia, in 2017/2018. The research data consisted of written test results solving the mathematical problem as well as interview results. Data analysis uses descriptive qualitative analysis. From the results of literature studies and research results provide a conclusion that mathematical connections play an important role, namely as a tool for students to use in solving mathematical problems where students who have good mathematical connection skills succeed in solving mathematical problems well, while poor mathematical connection skills cause students to fail in solving mathematical problems.

No abstract

This study has aims to describe the profile of junior high school students’ Thinking in Solving math problems. The subjects of this research are three students of high, medium and low in mathematical ability. Thinking profile of students described as follows: Understanding the problem, students received information by reading problems, then they recalled, processed, and stored information. Devising a plan, students processed, stored, and recalled information. Carrying out the plan, students recalled, processed, and stored information. Looking back, students stored information by performing a repletion of steps looking back.

No abstract

This quantitative study aimed the first to investigate the working memory capacity and mathematics anxiety of mathematics undergraduate students based on differences in sex and grade. The second to know the effect of working memory capacity and mathematics anxiety on mathematics achievement. The t-test and MANOVA-test were used to answer the first aim of the study and the multiple linear regression test was used to answer the second aim. A total of 90 students participated in this study which was obtained by cluster random sampling. The results showed that the working memory capacity of male students was greater than female students. The working memory capacity of first-year students was greater than the second and the third-year students. While there was no difference in students' mathematical anxiety seen from the difference in sex and grade. Based on multiple linear regression test, there was a significant negative effect of mathematics anxiety on mathematics achievement. This result illustrated that the higher mathematics anxiety the lower the mathematical achievement. The results of this study indicated that one importance factor to improve the mathematics achievement of mathematics undergraduate students, can be done by finding a strategy to reduced the level of mathematics anxiety.

No abstract

No abstract

Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.