Alteration Representation in the Process of Translation Graphic to Graphic

This study is to reveal the construction process of student representation in solving of ill-structured geometry problems. The three phases involved in the construction process are interpreting the problem, giving opinions, and concluding. A total of four high school students participated in Surabaya and Sidoarjo in this qualitative study. They used visual and symbolic representations to solve the ill-structured problems. The research data were obtained from the sheets of ill-structured geometry problems (ISGP), video recordings, and interviews. The data analysis through three stages, data identification, data presentation, and conclusion. The results of data analysis show that the process of constructing the visual and symbolic representations was carried out by the students when interpreting the problem. The subjects provide data to support problem-solving process, such as initial length and width. The construction process through the visual representation began with the process of giving meaning. They drew rectangle with a length and width. Likewise, when giving an opinion, they referred to the drawings they made with length and width of different sizes. They used symbolic representation as a length and width for the initial situation in the process of giving meaning. Through the use of variables, they could perform calculations so as to determine the proposals used as a solution. Two patterns that the students did during the process of the representation construction, are deductive and inductive. It is important for teachers to know the process of representation of students when solving illstructured problems. It needs to be enlarged and in line with the criteria to obtain the general description of the representation of the construction process when solving the problem. Then, teachers should design meaningful learning so they can connect concepts that their students can use to solve problems.

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Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Prayitno

Purwanto

Subanji

et al. 2020

Participatory Educational Research

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How Do Assimilation and Accommodation Occur in The Translation Process of Representation?

Swastika

Nusantara

Subanji

et al. 2023

Participatory Educational Research

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This study aims to describe the translation process of representation in mathematics education students’ solving of mathematical problems in the form of graphs. The translation process involves four activities: unpacking the source, preliminary coordination, constructing the target, and determining equivalence. The study was conducted on 65 students who took Calculus at three different universities in East Java Province, Indonesia. Research data in the form of answers to mathematical problems, video recordings, and interviews were analyzed based on the activity of the translation process within the accommodation and assimilation framework. Based on data analysis, the characteristics of the representation translation process are obtained in three categories, namely the symbolic-algebraic translation process (SA), the verbal translation process (V), and the symbolic-conceptual translation process (SC). When “unpacking the source” and “preliminary coordination,” SA looks difficult, so it changes the equations and graphs for completion several times. V verbally smoothly performs four translational process activities. However, subject V has doubts about the graph made after reading the question back. SC uses graph equations until it finds a solution in the form of a graph. However, after reflection, SC resolves the problem with the theory of monotony. It is important for the future teacher to understand the translation process of representation, especially given the difficulty students have solving mathematical problems. Prospective teachers are expected to be able to develop meaningful learning with various forms of representation so that students can connect their concepts to problem solving.

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The Connecting Quantities Process to Solve Fraction Mathematical Problems of Middle School Students

Wang

Nugroho

Mutmainah

et al. 2020

HSSR

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Purpose of the study: The concept of student fraction, in general, is to understand a small part of an intact part so that students' understanding of fractions as quantities needs to be considered in the context of quantitative reasoning. This study aimed to explore and describe the reasoning of junior high school students in Bima, Indonesia, in understanding the relationship of quantities as a fraction. Methodology: Research was conducted with qualitative research, which was descriptive exploratory with the stages of giving the Fraction Problem Task (FPT) and task-based interviews. The subjects in this study were 4 students selected from grades 8 and grade 9, who had studied fraction material and were chosen based on the categorization shown by students on the answer sheet. Main Findings: The results of this study described that there were two forms of student reasoning approaches, namely the variable and the non-variable approach. In the variable approach, students used multilevel variables, namely level one and level two, whereas, in a non-variable approach, students connected quantities directly, without involving variables. Applications of this study: The process of connecting quantities involved quantitative reasoning with different quantitative operations, such as the quantity combination in the form of multiplication, addition, and concurrent combination of multiplication and addition. Novelty/Originality of this study: In the process of linking quantities, students were connecting composite units with intact units directly, and students were connecting composite units, continuous units, and then connecting to intact units.

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Alteration Representation in the Process of Translation Graphic to Graphic

Cited by 3 publications

References 14 publications

Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

How Do Assimilation and Accommodation Occur in The Translation Process of Representation?

The Connecting Quantities Process to Solve Fraction Mathematical Problems of Middle School Students

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