Reflective Abstraction in Matematics Learning

Abstract

The aim of this research was on how the students’ reflective abstraction worked in mathematics learning. This research was qualitative research with case study research design. In Mathematics learning, before the concept of learning material is related to another concept of learning material, the students are expected to have good Reflective Abstraction capability. In Mathematics learning, if a student has good Reflective Abstraction capability, the student will not find difficulty in Mathematics learning which are the difficulty in comprehending the material learned, the difficulty in comprehending and doing tasks given by the teachers, and the difficulty in learning other Mathematics learning materials. The result of this study were, on the process of Mathematics learning, students’ reflective abstraction was needed especially when the students had to solve mathematics problems. The students’ reflective abstraction level might be different between one and another depending on the level of problems and the concept comprehension that the students had.

The relation of complex problem solving with reflective abstraction: a systematic literature review

“…By involving reflective abstraction, students can understand so that mathematical concept are formed. This is evidence that reflective abstraction plays an important role in supporting students' understanding of mathematics learning [77] and solving CPS. Thus, one's reflective abstraction affects the ability of CPS.…”

“…In CPS, there is a knowledge repeat. At the same time, in reflective abstraction, students can project knowledge about existing concepts into a higher form of thinking, and this can be seen from the results of students in solving mathematical problems [77]. According to Piaget, reflection in reflective abstraction is based on individual actions, and concepts and relationships are abstracted by bringing these actions together [85].…”

Pre-service mathematics teachers abstraction of rotational symmetry

“…Additionally, the student was able to use symmetry with respect to the line to establish the connection between 2-fold rotational symmetry and rotational symmetrical shapes. Again, in the study conducted by Wafiqoh and Kusumah (2019) within the framework of the reflective abstraction levels presented by Cifarelli (1988), the reason why students were unable to attain the highest level of reflective abstraction related to mathematical problem solving was the same as the lack of connection between prior knowledge and newly encountered concepts.…”

Modifikasi Permainan Caklingking Untuk Meningkatkan Kemampuan Pemahaman Konsep Berhitung Siswa

“…Siswa lebih banyak berjuang dan berusaha dalam proses memahami konsep matematis (Colomeischi & Colomeischi, 2015;Mikheeva et al, 2019). Konsep matematis saling berhubungan satu sama lain (R. Wafiqoh & Kusumah, 2019), serta konsep matematis merupakan poin utama dalam belajar matematika (Wafiqoh et al, 2020a), sehingga siswa dituntut tidak pernah mengabaikan pemahaman mereka dalam mempelajari suatu konsep matematis. Konsep matematis yang dimiliki sebelumnya dapat menjadi suatu bahan untuk membentuk struktur matematika yang baru berdasarkan hasil identifikasi, pembangunan, dan pengaturan (Budiarto et al, 2017;Djasuli et al, 2017).…”