Identify Maths Learning Difficulties on the Set Subject

Abstract

In conducting students' learning activities that do not always work, there are often things that cause failure. The study aims to describe the difficulties students have experienced and to study the mistakes of the students in working on the tests in mathematics learning on the set subject. This type of research is a qualitative descriptive with a case study approach. Data collection techniques with problem instruments, interviews, and documentation. The legitimacy of data using technique triangulation. Data analysis through the data reduction phase, data presentation, and withdrawal of conclusions. The research was conducted with the subject of his research 30 students. The results showed that the type of difficulties experienced by students in the form of 1) difficulty in understanding the problem is the inability of the students to interpret the mathematical symbols on the subject of the set, 2) difficulty transforming that is the inability of students determining the set formula, 3) difficulty in the completion process is that students are not able to perform binary counting operations to solve the set problem. Then it can be concluded the types of difficulty learning mathematics that students experience in the subject of the association can be classified into 3 types, namely difficulty in understanding the problem, difficulty transforming the problem, and difficulty solving problems.

Desempeño matemático

“…Dado que todo conocimiento nuevo se genera a partir de conocimientos previos (Alfiyansah et al, 2020;Guevara y Macotela, 2006;Guevara et al, 2008a; Aunio y Räsänen, 2015), la limitada asimilación de los elementos fundamentales del aprendizaje en el área matemática puede generar consecuencias negativas para el desarrollo académico de los estudiantes (Alfiyansah et al, 2020;Guevara et al, 2008a;Orratia, 2006; Aunio y Räsänen, 2015;SEP, 2017), tanto en el momento de la enseñanza como un retraso que puede permanecer a lo largo de la formación académica (Díaz y García, 2007; García, 2007; Huber et al, 2013; Aunio y Räsänen, 2015; SEP, 2017) e incluso podría agudizarse conforme el estudiante avance en los grados escolares (Díaz y García, INEE, 2015;Larrazolo et al, 2013;Martínez-Rizo, 2015;OCDE, 2015; Aunio y Räsänen, 2015). Por lo tanto, es indispensable que la evaluación empiece desde los primeros años escolares para conocer el desempeño académico matemático, como lo señalan Guevara et al (2008a).…”