Mathematical representation by students in building relational understanding on concepts of area and perimeter of rectangle

Anwar, Rahmad Bustanul; Yuwono, Ipung; Asâ€TMari, Abdur Rahman; Sisworo,; Rahmawati, Dwi

doi:10.5897/err2016.2813

Cited by 20 publications

(14 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From some of the studies above, research is a representation process involving algebra (Anwar & Rahmawati, 2017), Geometry (Anwar et al, 2016;Ulusoy & Argun, 2019), and quadratic functions (Santia et al, 2019). If viewed from the type of problem, the word problem (Anwar & Rahmawati, 2017;Boonen et al, 2016;Ulusoy & Argun, 2019) and ill-structured problems (Anwar et al, 2016;Santia et al, 2019). This study involves geometrical problems about the perimeter and area of a rectangle by using ill-structured problems.…”

Section: Research Bymentioning

confidence: 99%

“…When the students solve the same problem, they do not rule out the possibility of using different representations. This is because the representation used by the students in the problem-solving process is influenced by their learning experiences (Anwar & Rahmawati, 2017) The results of some research on representation in problem solving (Anwar & Rahmawati, 2017;Anwar et al, 2016;Boonen et al, 2016;Santia, et al, 2019;Ulusoy & Argun, 2019) shows that representation is effective in problem solving. Anwar & Rahmawati (2017) conducted a qualitative study involving four 8 th grade students to describe the construction process of students' symbolic and verbal representations when solving problems based on Polya's stages.…”

Section: Introductionmentioning

confidence: 99%

“…From here the students plan and present the written counting process. Anwar, et al (2016) is a case study to describe the mathematical representation of 7 th grade students in building relational understanding of the concepts of area and circumference of rectangles. Two students were selected as subjects based on their mathematical representation characteristics.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Prayitno

Purwanto

Subanji

et al. 2020

Participatory Educational Research

View full text Add to dashboard Cite

This study is to reveal the construction process of student representation in solving of ill-structured geometry problems. The three phases involved in the construction process are interpreting the problem, giving opinions, and concluding. A total of four high school students participated in Surabaya and Sidoarjo in this qualitative study. They used visual and symbolic representations to solve the ill-structured problems. The research data were obtained from the sheets of ill-structured geometry problems (ISGP), video recordings, and interviews. The data analysis through three stages, data identification, data presentation, and conclusion. The results of data analysis show that the process of constructing the visual and symbolic representations was carried out by the students when interpreting the problem. The subjects provide data to support problem-solving process, such as initial length and width. The construction process through the visual representation began with the process of giving meaning. They drew rectangle with a length and width. Likewise, when giving an opinion, they referred to the drawings they made with length and width of different sizes. They used symbolic representation as a length and width for the initial situation in the process of giving meaning. Through the use of variables, they could perform calculations so as to determine the proposals used as a solution. Two patterns that the students did during the process of the representation construction, are deductive and inductive. It is important for teachers to know the process of representation of students when solving illstructured problems. It needs to be enlarged and in line with the criteria to obtain the general description of the representation of the construction process when solving the problem. Then, teachers should design meaningful learning so they can connect concepts that their students can use to solve problems.

show abstract

Section: Research Bymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Prayitno

Purwanto

Subanji

et al. 2020

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…Representasi adalah ungkapan ide-ide matematis, baik itu dalam bentuk tulisan, gambar, simbol, grafik, dan sebagainya sebagai alat untuk mengeksplorasi masalah atau konsep (Anwar et al, 2016). Ketika siswa belajar matematika melalui pengamatan pada lopo, merekapun secara tidak langsung belajar mengembangkan kemampuan representasinya.…”

Section: Kemampuan Representasiunclassified

Etnomatematika Pada Lopo Suku Boti Dan Integrasinya Dalam Pembelajaran Matematika

Dosinaeng

Lakapu

Jagom

et al. 2020

TEOREMA

View full text Add to dashboard Cite

Lopo Boti adalah sebuah bangunan tradisional milik Suku Boti, salah satu suku tertua di Pulau Timor, NTT. Bangunan ini mengandung nilai-nilai filosofis yang tinggi dan berperan penting dalam kehidupan masyarakat Suku Boti. Penelitian ini adalah suatu penelitian kualitatif berdesain etnografi yang bertujuan untuk mengeksplorasi unsur-unsur matematis yang terkandung dalam Lopo Boti. Desain penelitiannya menggunakan desain etnomatematika oleh Alangui yang didasarkan pada empat pertanyaan dasar yaitu: where is it to look? how is it to look? what is it? what does it mean? Subjek penelitiannya yaitu masyarakat Suku Boti, khususnya Suku Boti Dalam, salah satu bagian dari Suku Boti yang masih memegang teguh tradisi Boti dalam hidup kesehariannya. Data dikumpulkan melalui observasi langsung di Desa Boti dan wawancara bersama subjek penelitian. Hasil analisis data menunjukkan bahwa unsur-unsur geometri meliputi unsur-unsur primitif, konsep jarak dalam ruang, kesebangunan, dan luas permukaan, serta unsur-unsur barisan dan deret aritmetika terkandung dalam Lopo Boti. Berdasarkan unsur-unsur tersebut maka beberapa kemampuan matematis yang dapat dikembangkan dalam pembelajaran matematika bermediakan Lopo Boti yaitu kemampuan merepresentasi, kemampuan visual-spasial, kemampuan berpikir kritis, kemampuan menginvestigasi, dan kemampuan memecahkan masalah.

show abstract

“…Through representation students can make mathematical ideas to be more concrete and facilitate to do reflection (NCTM, 2000). Even the representation is seen as an important part of mathematical activity and means to capture mathematical concepts (Cobb et al, 2002;Cobb, 2003;Gravemeijer et al, 2003;Meira, 2003;Kaput et al, 2008;Cai, 2005;Anwar et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya’s Stages

Anwar¹,

Rahmawati²

2017

IES

View full text Add to dashboard Cite

The purpose of this research was to reveal how the construction process of symbolic representation and verbal representation made by students in problem solving. The construction process in this study referred to the problem-solving stage by Polya covering; 1) understanding the problem, 2) devising a plan, 3) carrying outthe plan, and 4) looking back. This research was qualitative research by getting involved 4 students of Junior High School class VIII. This study obtained results that the construction process of symbolic representation made by students since in the process of understanding the problem. In understanding the problem, students were able to identify the problem well. Then students could make the symbol used as a variable that the value was not known. By using the symbol students could perform a series of calculation to obtain the value of the symbol. Symbols created by students were very helpful and facilitated students in solving problems. While in the construction process, verbal representation was done by students since the process of understanding the problem. The form of verbal representation was manifested by writing down all information known from a slightly changed problem because they used a language that they understood more. Based on the known information, students could plan and performed a series of calculations using written sentences so that the problems could be solved properly.

show abstract

Mathematical representation by students in building relational understanding on concepts of area and perimeter of rectangle

Cited by 20 publications

References 7 publications

Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Exploring Student’s Representation Process in Solving Ill-Structured Problems Geometry

Etnomatematika Pada Lopo Suku Boti Dan Integrasinya Dalam Pembelajaran Matematika

Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya’s Stages

Contact Info

Product

Resources

About