Identifying Students’ Difficulties in Understanding and Applying Pythagorean Theorem With an Onto-Semiotic Approach

Rudi, Rudi; Suryadi, Didi; Rosjanuardi, Rizky

doi:10.24252/mapan.2020v8n1a1

Cited by 12 publications

(11 citation statements)

References 16 publications

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“…As a result, there were learning obstacles which called the didactical obstacles. Based on the onto-semiotic approach, this obstacle is related to the definition and description of mathematical ideas related to the symbols used (Font et al, 2007;Godino et al, 2005;Rudi et al, 2020).…”

Section: Didactical Obstaclesmentioning

confidence: 99%

“…); definitions or descriptions of mathematical notions (number, point, straight line, mean, function, etc. ); propositions, properties or attributes, which usually are given as statements; procedures or subjects' actions when solving mathematical tasks (operations, algorithms, techniques, procedures); and arguments used to validate and explain the propositions or to contrast (justify or refute) subjects' actions (Amin et al, 2018;Font et al, 2007;Rudi, Suryadi, & Rosjanuardi, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The onto-semiotic approach has been applied in several previous studies related to mathematics learning. It is applied to analyze the mathematical concepts of different coordinate systems in college students (Montiel et al, 2009), algebraic abilities based on the students' mathematics ability level (Amin et al, 2018), and also the difficulties of students in understanding and applying the Pythagorean theorem (Rudi et al, 2020). Besides being applied to students, the onto-semiotic approach can also be used to analyze the learning flow applied by the teacher.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Rachma

Rosjanuardi

2021

JPM Unsri

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Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series.

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Section: Didactical Obstaclesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Rachma

Rosjanuardi

2021

JPM Unsri

Self Cite

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“…In this case, before students can present the correct answer. Students must coordinate various representations to get the proper guidance in understanding the correct concept (M. Doorman et al, 2012;Ekowati & Suwandayani, 2020;Rudi et al, 2020). It needs to be supported as a facilitator and role model in learning.…”

Section: Discussionmentioning

confidence: 99%

Realistic mathematics education (RME) approach for primary school students' reasoning ability

Ekowati

Azzahra

Saputra

et al. 2021

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<div><p>Mathematical understanding is shaped from how college students can assemble a that means this is being studied in order that understanding isn't simplest shaped from memorizing mathematical formulas. In this examine, the RME method became verified to permit college students to find mathematical thoughts primarily based totally on contextual problems. The motive of this examine became to decide the impact of the RME method on college students' reasoning competencies on the flat form area. A quantitative method became decided on to chatter the type of pre-experimental studies with one institution pretest-posttest design. The populace of this examine became the fourth-grade college students of SD Muhammadiyah 3 Assalam Malang with a complete of sixteen college students. The pattern taken became the entire of the populace the usage of a chance sampling technique. Data series used for this examine blanketed checks and documentation. The outcomes of this examine were received from the T-Test via the SPSS model 17 that confirmed the cost in the Sig. (2-tailed) the desk of 0.one hundred fifty wherein the cost became > 0.05 in order that H1 became accepted. Analysis of the check supplied via a graph additionally indicated that the RME method had a considerable impact on college students' reasoning competencies. This became evidenced through the outcomes of the common pretest rating of 79.38 even as the common posttest rating of 84.38 became projected. Therefore, the Realistic Mathematics Education (RME) method had a considerable impact on college students' reasoning cappotential in grade IV standard School.</p></div>

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“…As regards general frameworks for the analysis of mathematical activity, one key reference is the onto-semiotic approach (OSA) (Godino, 2002;Godino et al, 2007), a theoretical model of mathematical cognition and instruction that provides conceptual and methodological tools to pose and deal with research problems in Mathematics Education. While the MMCCP has an impact in the European research community and has also been worked by Hispanic researchers (see Borromeo, 2018), the OSA, in addition to its European impact, has a substantial impact in the Hispanic academic world 1 , and has also been worked in the Australasian context (see, Claudia et al, 2021;Rudi et al, 2020;among others).…”

Section: Introductionmentioning

confidence: 99%

Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives

2022

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The aim of this article is to carry out a work of networking theories which combines two perspectives on the mathematical activity involved in a modelling process, in order to answer the following question: To what extent does the application of the onto-semiotic tools complement the analysis from a cognitive perspective of a mathematical modelling process? To this end, we considered two theoretical frameworks: on the one hand, the onto-semiotic approach, which provides tools for the analysis of any mathematical activity and which here we applied to the activity of modelling; on the other hand, the modelling cycle from a cognitive perspective, which is a reflection on the specific mathematical activity of modelling. Then, we took a modelling problem that we applied to prospective mathematics teachers (at undergraduate and postgraduate level), and we analysed it from the perspective of both frameworks, in order to identify concordances and complementarities between these two ways of analysing the mathematical activity involved in the modelling process. The main conclusion is that both frameworks complement each other for a more detailed analysis of the mathematical activity that underlies the modelling process. Specifically, the analysis with the tools provided by the onto-semiotic approach reveals the phases or transitions of the modelling cycle as a conglomerate of mathematical practices, processes, and the primary objects activated in these practices.

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Identifying Students’ Difficulties in Understanding and Applying Pythagorean Theorem With an Onto-Semiotic Approach

Cited by 12 publications

References 16 publications

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach

Realistic mathematics education (RME) approach for primary school students' reasoning ability

Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives

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