Eighth-grades students’ mental models in solving a number pattern problem

Abstract

This study aims to explore all the types of students' mental models of number patterns. The study used a qualitative approach with an explorative type. The subjects used to characterize the student's mental models in this study were 46 eighth grade students in Indonesia. To reveal the subjects' mental model, they were asked to solve the number pattern problem and were interviewed. For ensuring the validity and reliability of the research results, triangulation technique was used by comparing the results of video recording interviews and written test results. The study showed that in solving the problem of number patterns given, there were 4 types of mental models. They were formal direct mental model, formal indirect mental model, synthetic direct mental model, and synthetic indirect mental model. What we found in this study shows that some students have different mental models to solve the problem. Hence, in future teachers must introduce various strategies to solve the problem and conduct learning that can enrich students' mental models.

Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

“…For this reason, the teacher asked students to recall how to find the arithmetic sequence concept that they have learned before. In addition, the teacher also asked students to look back at the existing rank forms and then try to find a pattern or relationship between the ratio and the order of the terms of the sequence of numbers (Prayekti et al, 2020;Risdiyanti & Prahmana, 2020).…”

Análisis correlacional del razonamiento lógico abstracto y deductivo con el rendimiento académico en general y en el área matemática

“…Por su parte, Ren et al (2020) observaron que el pensamiento crítico predice el rendimiento académico en niños y adultos (universitarios) de China, al medir las habilidades que lo conforman y compararlo con las calificaciones del examen de fin de curso de cuarto grado para lengua china y matemáticas y con la subescala académica de la escala del desarrollo y aprendizaje del alumno. Esto refuerza la idea introducida por Prayekti et al (2020), quienes sostienen que la observación de patrones es importante para que los estudiantes de educación primaria puedan resolver problemas matemáticos y tengan buenos resultados en esa materia.…”

Model mental transition-attempting: The case of beginners students in understanding the concept of integers

“…students can form intellectual models from their memories, outside cultural factors, and symbolic representations due to the fact a flexible learner's cognitive tool can give a boost to the shape of records illustration from inner and out of doors factors (Park & Oh, 2013;Batlolona, 2020;Prayekti et al, 2020b;Kaharu & Mansyur, 2021). inner representations of gadgets, ideas, and strategies that appear at some level inside the cognitive characteristic to explain, provide an reason behind or expect a phenomenon may be called highbrow fashions (Scot et al, 2016).…”