Exploration of students’ representation in solving pythagorean theorem problems based on cognitive style

Abstract

This study aims to explore the students’ representations in solving Pythagorean theorem problems. Participants of this study consisted of a female student with reflectiv estyle and a female student with impulsive cognitive style. They had an equivalent mathematical ability. This study used the qualitative method. The researcher decides on the methods of data collection based on mathematical problem-solving tasks and task-based interviews. To obtain valid data, the researcher performs the time triangulation. The findings of the study showed that: (1) the mathematical representations of reflective student were (a)recognizingand presenting known and unknown information visually by sketching the car’s path, (b) revealing then formulating problem-solving strategy using visual representation, (c) revealing mathematical model manipulation involve Pythagorean theorem, and (d) looking back the solution by using verbal representation;(2) the mathematical representations of impulsive student were (a)recognizing then presenting known and unknown information verbally, (b) revealing then formulating a problem-solving strategy using visual representation, (c) revealing mathematical model manipulation by saying that the distance between point A and B can be determined using the Pythagorean theorem, and (d) looking back the solutions by using verbal representations.

Prospective Mathematics Teachers’ Beliefs and Representations

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Bagaimana Konsepsi Guru Sekolah Menengah Pertama Tentang Representasi Dalam Pembelajaran Matematika?

“…Representasi didefinisikan sebagai entitas atau konfigurasi karakter, gambar, benda konkret yang dapat melambangkan atau yang mewakili sesuatu yang lain (Goldin & Shteingold, 2001;Mitchell et al, 2014;Stylianou, 2010). Representasi bisa merujuk ke proses dan produk, yaitu tindakan atau proses untuk memahami konsep matematika atau hubungan di antara konsep tersebut (NCTM, 2000;Pagiling, 2019).…”

“…Ia mengatakan bahwa untuk memudahkan siswa dalam memahami suatu konsep matematika, ia menggunakan representasi dengan benda-benda di sekitar siswa. Lebih jauh lagi, T2 memiliki konsepsi bahwa representasi dapat mengurangi tingkat keabstrakan yang ada di soal matematika (Pagiling, 2019). Guru T2 menyatakan bahwa representasi itu cara yang berbeda dalam menjelaskan suatu konsep yang sama.…”

Quizizz And Hardwork Character in Geometry Online Lecture: How It Influence?

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