Relationship Between Misconception and Mathematical Abstraction of Geometry at Junior High School

Kadarisma, Gida; Fitriani, Nur; Amelia, Risma

doi:10.22460/infinity.v9i2.p213-222

Cited by 7 publications

(6 citation statements)

References 10 publications

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“…By using a special mathematical language, mathematical explanations and arguments can be built in a structured and systematic manner. Each mathematical concept forms an abstract framework that allows us to delve into a world of ideas that is not directly visible (Kadarisma et al, 2020;Kariadinata, 2021;Murtianto et al, 2019). In the process, the language of mathematics became a universal means of communication among mathematicians, making it possible to convey thoughts and findings clearly and without ambiguity.…”

Section: Infinitymentioning

confidence: 99%

A semiotic perspective of mathematical activity: The case of integer

Purwasih,

Turmudi,

Afgani Dahlan

et al. 2024

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Semiotics is defined as using signs to represent mathematical concepts in problem-solving. The mathematical semiotic process involves creating meaning from the triadic relationship between the representamen (R), object (O), and interpretant (I). Mathematical semiotics play an essential role in the cognitive processes of individuals as they formulate and communicate mathematical ideas. Therefore, this study aims to describe the stages of the semiotic process of junior high school students solving integers-related mathematical problems. In this qualitative analysis, the participant is a seventh-grade student categorized as pseudo-semiotic. The research instrument is a test on integers and interviews. The results demonstrate that the semiosis related to integers involves the representamen, object, and interpretant stages. For a subject with a pseudo-semiotic type, this meaning-making process requires the construction of a comprehensive understanding of the concept. Furthermore, the understanding is developed using various instruments, resulting in connection conflicts between different components of the semiotic system. Connection conflict occurs because of the mismatched relationship between the elements of semiosis: representamen, object, and interpretant. A pseudo-semiotic subject only has a superficial understanding of mathematical concepts, making it challenging to establish accurate connections between symbols and their underlying meanings. Consequently, this hinders the ability to understand mathematics profoundly and apply the concepts in real-life situations.

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Section: Infinitymentioning

confidence: 99%

A semiotic perspective of mathematical activity: The case of integer

Purwasih,

Turmudi,

Afgani Dahlan

et al. 2024

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“…One of the domains of mathematics material studied in inclusive schools by slow learners is geometry. This material is one of the materials that students often find errors in solving mathematical problems related to geometry (Kadarisma, Fitriani, & Amelia, 2020). Many elementary school teachers have misconceptions about geometry (Leton, Djong, Uskono, Dosinaeng, & Lakapu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Hasibuan¹,

Santosa

Syamsuri

2022

jel

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Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.

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“…Although mathematics plays an important role in daily activities both in the school environment and in the community, some students consider mathematics as one of the most difficult subjects to understand (Angateeah, 2017;Sholihah & Afriansyah, 2018) . The difficulty of the process of learning mathematics from the beginning was introduced as an abstract science, without relating it to everyday life (Kadarisma et al, 2020;Kariadinata, 2020) . Mathematics itself is a logically structured subject, divided into levels from the simplest to the most complex.…”

Section: Introductionmentioning

confidence: 99%

Basic Mathematical Literacy Skills Ability by Van Hiele Project Based Learning Theory

Sumarto

Junaedi²,

Ahmadi³

et al. 2022

J.Kre

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Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics. The fact that Mathematical Literacy Skills is the main challenge in learning basic mathematics and can also be used as a key to explore mathematics learning. This article aims to analyze basic mathematical skills related to Van Hiele's project-based learning theory. The following type of research is qualitative research. The subjects of this research are fourth grade students at SDN 2 Korowelanganyar Cepiring Kendal. The instruments used in the study were tests and interviews. The results of the following research show that SDN 2 Korowelanganyar improves students' geometric reasoning abilities and the characteristics of fourth grade geometric reasoning by learning basic mathematical knowledge related to Van Hiele's theory. This shows that learning basic mathematical knowledge by van Hiele's project-based learning theory can improve students' ability to solve geometry problems. AbstrakLiterasi matematik ialah kemampuan seseorang untuk merumuskan, menerapkan, serta menafsirkan matematika. Fakta bahwa literasi matematika adalah tantangan utama dalam pembelajaran matematika dasar serta juga bisa digunakan sebagai kunci untuk mengeksplorasi pembelajaran matematika. Artikel ini bertujuan untuk menganalisis keterampilan matematika dasar yang terkait dengan teori pembelajaran berbasis proyek Van Hiele. Jenis riset berikut ialah penelitian kualitatif. Subyek riset berikut ialah peserta didik kelas IV SDN 2 Korowelanganyar Cepiring Kendal. Instrumen yang digunakan dalam penelitian ialah tes serta wawancara. Hasil riset berikut menunjukkan bahwa SDN 2 Korowelanganyar meningkatkan kemampuan penalaran geometrik peserta didik serta karakteristik penalaran geometrik kelas IV dengan mempelajari pengetahuan matematika dasar yang berkaitan dengan teori Van Hiele. Ini menunjukkan bahwa dengan mempelajari pengetahuan matematika dasar oleh teori pembelajaran berbasis proyek van Hiele mampu meningkatkan kememampuan peserta didik dalam menyelesaikan soal geometri.

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Relationship Between Misconception and Mathematical Abstraction of Geometry at Junior High School

Cited by 7 publications

References 10 publications

A semiotic perspective of mathematical activity: The case of integer

A semiotic perspective of mathematical activity: The case of integer

Slow learners’ performance in solving mathematical problems in the inclusive classroom

Basic Mathematical Literacy Skills Ability by Van Hiele Project Based Learning Theory

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