Learning to represent, representing to learn

Selling, Sarah Kate

doi:10.1016/j.jmathb.2015.10.003

Cited by 28 publications

(27 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Siswa dapat memahami dan mengoperasikannya hanya melalui representasi-representasi. Lebih jauh lagi, siswa harus menggunakan berbagai bentuk representasi untuk mengomunikasikan ide-ide matematika dan sebagai alat penalaran (Selling, 2016).…”

Section: Pendahuluanunclassified

See 1 more Smart Citation

Representasi Siswa Yang Bergaya Kognitif Reflektif Dalam Memecahkan Masalah Pola Bilangan

Pagiling¹

2019

MJME

View full text Add to dashboard Cite

Penelitian deskriptif dengan pendekatan kualitatif ini bertujuan untukmendeskripsikan representasi matematis siswa dalam memecahkan masalah pola bilangan. Seorang siswa perempuan reflektif menjadi subjek penelitian yang dipilih berdasarkan hasil tes penggolongan gaya kognitif. Data dikumpulkan dengan memberikan tugas pemecahan masalah pola bilangan dan wawancara berbasis tugas. Untuk menguji kredibilitas data, peneliti melaksanakan triangulasi data. Peneliti memberikan tes dan melakukan wawancara pada waktu yang berlainan. Temuan penelitian mengindikasikan bahwa representasi matematis siswa yang bergaya kognitif reflektif dalam memecahkan masalah pola bilangan, meliputi (a) mengenali dan menyajikan informasi yang diketahui secara visual, (b) mengungkapkan rencana atau strategi pemecahan masalah menggunakan representasi verbal dan visual, (c) mengungkapkan manipulasi model matematika yang memuat ekspresi matematika dan mengungkapkan interpretasi hasil penyelesaian secara verbal, dan (d) menelusuri solusi yang sudah diperoleh menggunakan representasi visual.

show abstract

Section: Pendahuluanunclassified

“…Representasi sangat berkaitan pemecahan masalah (Edens & Potter, 2008;Mielicki & Wiley, 2016;Panasuk & Beyranevand, 2010;Selling, 2016;Yee & Bostic, 2014). Kesuksesan siswa dalam menyelesaikan masalah ditentukan oleh representasi siswa yang mumpuni.…”

Section: Representasiunclassified

Representasi Siswa Yang Bergaya Kognitif Reflektif Dalam Memecahkan Masalah Pola Bilangan

Pagiling¹

2019

MJME

View full text Add to dashboard Cite

show abstract

“…No statistically significant gains were made on measures of routine problems, yet gains on some problems involving solving across representation types were found. Other research has made progress in characterizing students' representational fluency and problem solving (e.g., Adu‐Gyamfi, Bossé, & Chandler, ; Adu‐Gyamfi, Bossé, & Stiff, ), yet relatively few studies link representational fluency and instruction (see Selling, as a notable exception).…”

Section: Representational Fluency In Solving Equationsmentioning

confidence: 99%

“…Representational fluency is the linchpin in the National Research Council's (NRC) () description of conceptual understanding, and is increasingly important in technology rich school algebra (Heid & Blume, ). Indeed, representing and learning are linked as mutually supportive processes (e.g., see Selling, ). The purpose of this research is to explore links between instructional supports and students' representational fluency in solving problems with computer algebra systems (CASs)/paper‐and‐pencil.…”

mentioning

confidence: 99%

Instructional Supports for Representational Fluency in Solving Linear Equations with Computer Algebra Systems and Paper‐and‐Pencil

Fonger

Davis

Rohwer

2018

School Sci & Mathematics

View full text Add to dashboard Cite

This research addresses the issue of how to support students' representational fluency-the ability to create, move within, translate across, and derive meaning from external representations of mathematical ideas. The context of solving linear equations in a combined computer algebra system (CAS) and paper-and-pencil classroom environment is targeted as a rich and pressing context to study this issue. We report results of a collaborative teaching experiment in which we designed for and tested a functions approach to solving equations with ninth-grade algebra students, and link to results of semi-structured interviews with students before and after the experiment. Results of analyzing the five-week experiment include instructional supports for students' representational fluency in solving linear equations: (a) sequencing the use of graphs, tables, and CAS feedback prior to formal symbolic transpositions, (b) connecting solutions to equations across representations, and (c) encouraging understanding of equations as equivalence relations that are sometimes, always, or never true. While some students' change in sophistication of representational fluency helps substantiate the productive nature of these supports, other students' persistent struggles raise questions of how to address the diverse needs of learners in complex learning environments involving multiple tool-based representations.

show abstract

“…Berdasarkan Tippett (2016) menunjukkan bahwa kemampuan membuat dan menginterpretasi representasi dapat membantu peserta didik memahami konsep sains. Studi yang dilakukan oleh Selling (2016) mengindikasikan bahwa siswa dengan kemampuan rendah yang belajar matematika dengan melibatkan representasi dapat membantu belajar siswa. Disamping itu, siswa sangat termotivasi untuk belajar ketika mereka diberi kesempatan untuk mengklarifikasi pemahaman mereka dengan menggambar dan merevisi representasi mereka (Carolan, Prain, & Waldrip, 2008).…”

unclassified

Sikap Mahasiswa Calon Guru Terhadap Representasi Fisika

Sirait

2019

JPMIPA

View full text Add to dashboard Cite

Physics concepts can be represented in multiple ways such as verbal, diagrams, graphs, mathematical equations etc. Most previous research focused on drawing and utilizing representations to help students learn physics concepts. This study aims to investigate students’ views toward physics representations while solving physics problems by involving preservice physics teachers of two universities in Kalimantan Barat. A physics representation survey was developed to measure students’ perception about physics representations. The results show that the majority of the students (above 75%) agree that representations are beneficial for them to understand physics problems and physics concepts and also to find out the best solution of a problem. Some of the students say that they remain provide representations while solving a problem even though there is no extra credit given by instructors. Some of the students feel that they face impediment to grasp representations provided in some physcis text book.Keywords: physics representations, views

show abstract

Learning to represent, representing to learn

Cited by 28 publications

References 36 publications

Representasi Siswa Yang Bergaya Kognitif Reflektif Dalam Memecahkan Masalah Pola Bilangan

Representasi Siswa Yang Bergaya Kognitif Reflektif Dalam Memecahkan Masalah Pola Bilangan

Instructional Supports for Representational Fluency in Solving Linear Equations with Computer Algebra Systems and Paper‐and‐Pencil

Sikap Mahasiswa Calon Guru Terhadap Representasi Fisika

Contact Info

Product

Resources

About