Learner-generated drawings by students with mathematical learning difficulties in finishing open number sentences

Abstract

Although MLD students do not have good mathematical performance in completing addition and subtraction operations of integers, MLD students have suggestive ideas in the form of drawings produced in solving open number sentences questions. This study aims to classify the types and identify changes in the drawing produced by MLD students in solving open number sentences questions. This research method is qualitative with a micro generic study approach to understand students' thinking individually and explore drawing changes in solving open number sentences questions between sessions. The research subjects were 2 out of 20 MLD grade 5 elementary school students who produced the most varied drawings in solving open number sentences questions. Data collection techniques used are giving questions and interviews. The results showed that MLD students produced: discrete object drawings by focusing on the cardinality of the quantity of a number; transitions from objects to the number line by focusing on the magnitude of numbers; partitioning the number line using magnitude reasoning; number sentences; and others using verbal reasoning. Changes in the drawings produced by MLD students between sessions indicate the development of students' understanding towards a better direction in interpreting symbolic representations to visual representations. The results of this study contribute to the theory that although MLD students have low mathematical performance. However, MLD students can produce variations and changes in drawings with rich mathematical idea information representing integer operations.

A learning trajectory of integer addition and subtraction using the kempreng game context

“…The second characteristic is the involvement of the subtraction-as-addition strategy in operating integer addition and subtraction, as in the study (Paliwal & Baroody, 2020). The third characteristic is a visual representation and physical activity involvement in operating integer addition and subtraction as in the previous study (e.g., Amir & Amir, 2021;Amir, 2022).…”

“…= 5). Furthermore, Amir (2022) stated that mathematical learning difficulties students in grade 5 had difficulty in making visual representations of symbolic representations in completing integer addition and subtraction in the form of open number sentences.…”

“…Wessman-Enzinger (2019) pointed out that often the instructional integer addition and subtraction model in primary schools is "made up", for example, adding a pair of zeros and walking forward or backward on the number line. These two problems cause primary students to have weak knowledge and understanding of integers involving addition and subtraction (Amir, 2022;Amir et al, 2022). In addition, it can cause cognitive problems, such as misconceptions, procedural errors, strategic errors, and logical errors in integer addition and subtraction (Güc & Türker, 2021;Makonye & Fakude, 2016).…”

“…Moreover, the traditional kempreng game has stages in visually representing and physical activity in operating integers (Susanti, 2020). It is because primary students find it easier to understand and operate integers through informal visual representations (not symbolic representations) (Amir & Amir, 2021;Amir, 2022). Hence, our research aims to produce LT through the context of the traditional kempreng game on integer addition and subtraction material for primary students.…”

Proses Analogi Siswa Sekolah Dasar dalam Mengajukan Masalah Luas Daerah

“…Oleh karena itu, sebaiknya siswa perlu memahami masalah yang diberikan terlebih dahulu. Sebagaimana penelitian yang telah dilakukan oleh Amir [17] menunjukkan hasil penelitian bahwa siswa yang kesulitan dalam menyelesaikan masalah kalimat terbuka tetapi mampu menghasilkan gambar yang bervariasi dan perubahan ide yang kaya dengan mewakili operasi bilangan bulat. Penelitian lain yang sudah dilakukan oleh Hicks [18] sebagaimana menggunakan (SGAP) Student Generated Analogous Problems sebagai siswa yang menghasilkan masalah sendiri mengenai masalah yang diberikan, membuat modifikasi dari mereka juga menunjukkan bhawa kegagalan produktif dan transfer analogis mempengaruhi pembelajran dan transfer.…”