Contribution of prior knowledge, appreciation of mathematics and logical-mathematical intelligence to the ability of solving mathematical problems

Abstract

The objectives of this research were to figure out the contribution of prior knowledge, appreciation of mathematics and logical-mathematical intelligence toward the ability to solve mathematical problems as well as to explore the errors made by students in solving mathematical problems concerning polyhedron. The population of this research consisted of 3,583 students of grade IX of all state middle schools across over Denpasar City. The sampling technique we used was a stratified cluster random sampling technique with samples number of 553 students. The type of this research is ex-post facto research with path analysis technique. The data were collected by using questionnaires and carrying out a mathematical ability test. Furthermore, the kinds of students answers on the ability to solve mathematical problems were analyzed to study the errors made by the students. The results of the research show two regression relationships, namely X3 = 0.523X1 + 0.636X2 + 0.506ɛ3 and Y = 0.640X1 + 0.264X2 + 0.280X3 + 0.311ɛY. The first regression relationship indicates that (1) the contribution of mathematical appreciation towards prior knowledge is of 52.3 percent, and (2) the contribution of logical-mathematical intelligence towards prior knowledge is of 63.3 percent. Whereas the second regression relationship describes that (1) the direct contribution of mathematical appreciation towards the ability of solving mathematical problems is of 64 percent, and the indirect contribution is of 14.6 percent, (2) the direct contribution of logical-mathematical intelligence to the ability of solving mathematical problems was is of 26.4 percent, and the indirect contribution is of 17.8 percent, (3) the direct contribution of prior knowledge towards the ability solving mathematical problems is of 28 percent, (4) the mathematical appreciation and logical-mathematical intelligence contributed simultaneously towards prior knowledge is of 74.4 percent, (5) the mathematical appreciation, logical-mathematical intelligence, and prior knowledge contributed simultaneously towards the ability to solve mathematical problems is 90.3 percent. Furthermore, based on the analysis of students answers in mathematical ability test showed that the students still made errors in the concept of prior knowledge, in interpreting questions and weaknesses in arithmetic skills related to logical-mathematical intelligence.

Poor academic performance in mathematics of upper basic students

“…The research was based on the quantitative observation of students who presented a low academic performance in the subject of mathematics, it requires special attention and dedication on the part of the student. The turning point is sought that allows the causes of this event to be observed, allowing the educational institution to apply the respective pedagogical corrections as technical assistance to parents, providing emotional support that helps contain the incidence of poor academic performance (Gumora & Arsenio, 2002;Sierzchula et al, 2014;Irawan et al, 2018).…”