The present study aims at identifying students' creative thinking in applying various representations to solve mathematical problems. This descriptive study was done in a senior high school in Makassar, Indonesia. The subjects were two selected students with high spatial-visual intelligence taken from 62 grade XI students who participated in the pre-test. The data were gathered from students' written work in problem solving and visual-spatial test, and interview. The analysis of data was done qualitatively using deductive approach. The research showed that the students' creative thinking was involving the symbolic and visual representation, and visual-spatial intelligence. The steps of creative thinking can be explained in four steps, as follows: (1) Preparation, including information gathering (symbolic representation) and problem translating, (2) Incubation, including ideas and conjectures constructing, (visual and symbolic representations), connecting and recalling the appropriate concepts to solve the problem (3) Illumination, including ideas designing and applying (visual representation) and (4) Verification, including solution testing (symbolic representation) and conclusion making.
Number theory is a branch of mathematics that deals with the properties of natural numbers, aimed at finding interesting and unexpected relationships of various types of numbers, then proving that the relationship is true. Problem solutions and proof theorems of number theory often require a strong mathematical background. Weak background, such as: giving examples only applies to definitions not to theorems and lemmas, understanding of the definitions and proven theorems, ways of looking at new theorems built on definitions, and previous theorems, and knowledge of when a definitions or lemma-theorems can be used; enough to affect the ability to solve the problem of number theory. So it is necessary to explore the possibility of other problems in the activity of constructing proof, which in this study uses the framework of the process of assimilation and accommodation, followed by interviews based on student responses. The results obtained are 3 groups of construction schemes, namely: 1) schemes using definitions and theorems, 2) schemes using theorems, and 3) schemes using definitions. Within the three groups there are variations of the problem found that the diantranya occurs is dis-equilibrium in the construction scheme group with theorems and definitions; and group construction schemes by definition only. His advice is to reflect on the ability to understand definitions, theorems and lemmas; and the development of lecture designs that can make the activity of constructing proof into routine activities.
This study aims to describe the mathematical problem-solving ability of the flat-sided geometry based on the initial mathematical abilities of the IX grade students of SMPN 6 Mataram. This type of research is descriptive qualitative. The research subjects of this study consisted of two students in the categories of high, medium, and low mathematics early abilities. Data collection techniques using test and interview methods. Data analysis techniques are data reduction, data presentation, and conclusion drawing. The results showed (1) 2 students with high early mathematical abilities were able to fulfill the three stages of Polya’s indicators, namely understanding the problem, planning problem solving and implementing problem solving plans. So students’ mathematical problem solving abilities are in a good category. (2) 2 students with moderate early mathematics abilities are only able to meet the indicators of understanding the problem. So that students’ mathematical problem solving abilities are in the less category. (3) 2 students with low early mathematics abilities are only able to fulfill the indicators of understanding the problem. So students’ mathematical problem solving abilities are in the very poor category.
Abstract:This research aims to identify the components of number sense of pre-service mathematics teachers. Pre-service mathematics teachers need a good number sense ability as a provision to transfer knowledge to students. This research uses a quantitative method. Subjects in this research are 14 third year pre-service mathematics teachers. The instrument used was in the form of 30 items of number sense questions that were developed based on number sense components, that is, understanding and skills about numbers, using number and operations on numbers, and using number and operation skills in calculations. The results showed that number sense ability of pre-service mathematics teachers' was still at a moderate level, which is 76.67%. Pre-service mathematics teachers also lack numbers' comprehension and skills elements.Abstrak:Penelitian ini bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika. Calon guru matematika memerlukan kemampuan number sense sebagai bekal untuk mentransfer pengetahuan kepada siswa. Penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah 14 calon guru matematika tahun ketiga. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan dan penggunaan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam perhitungan. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih berada pada level sedang yakni 76,67%. Mahasiswa calon guru matematika masih lemah dalam komponen pemahaman dan keterampilan tentang bilangan.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.