Students’ construction error in translation among mathematical representations

Afriyani, Dona; Sa’dijah, Cholis; Subanji, Subanji; Muksar, Makbul

doi:10.1088/1742-6596/1157/3/032098

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Giving a reason can be used to investigate students' construction errors in mathematical representation. Construction errors experienced by students can occur in various forms, namely loss of representation attributes, mapping from one representation attribute to another, mixing of two different schemes that appear simultaneously, disconnecting connections at the initial coordination stage, and implementation errors (Afriyani, Sa'dijah, Subanji, & Muksar, 2019).…”

Section: Fıgure 2 Factor Loadings From Exploratory Factor Analysis Rmentioning

confidence: 99%

The Application of Item Response Theory in Analysis of Characteristics of Mathematical Literacy Test Items

2021

ilkonline

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This study aims to analyze the mathematical literacy abilities of students using IRT with the GPCM approach. The results of the model compatibility test show that the GPCM is suitable for analyzing mathematical literacy test instruments with 4 levels of mathematical literacy. The results of the item parameter estimation show that there is 1 level of mathematical literacy which has a high category for item discrimination, while the other 3 levels have a medium category. Based on item difficulty levels, 1 level of mathematical literacy has a difficult category, while 3 levels have easy categories. Most students are at the level of ability 0 < θ < 1, and there are 52% of students above the average mathematical literacy. Based on the test information function and the standard error shows that the mathematical literacy instrument is suitable for students with the ability -2 < θ < -0.5.

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Section: Fıgure 2 Factor Loadings From Exploratory Factor Analysis Rmentioning

confidence: 99%

The Application of Item Response Theory in Analysis of Characteristics of Mathematical Literacy Test Items

2021

ilkonline

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“…After knowing it, the teacher tries to find the right solution so that his students do not make mistakes again and carry out the right-thinking process so that they can solve every problem-solving problem given to him. [20] It can be started by reconstructing students' thinking process through developing scaffolding in mathematics learning.…”

Section: Advances In Social Science Education and Humanities Research Volume 597mentioning

confidence: 99%

Fragmentation of Students’ Thinking Structure in Constructing the Concept of Linear Inequality of Two Variables

Widyaningrum¹,

Usodo²,

Pratiwi³

2021

Advances in Social Science, Education and Humanities Research

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Learning mathematics has a clear, ordered and complete structure or pattern of thinking. Fragmentation of the thinking structure occurs at a time which is a factor inhibiting students' thinking processes to construct the material concepts they get and in solving mathematical problems. This study aims to analyze the occurrence of fragmentation of thinking structures by looking at students' errors in solving problem-solving abilities on the material of linear inequalities of two variables. This type of research is qualitative research. A search was conducted on the occurrence of errors in the selected research subjects by carrying out tests with the think aloud method and task-based in-depth interviews in order to obtain data on students who experienced fragmentation of thinking structures on the material of two-variable linear inequalities. The results showed that there was fragmentation of the thinking structure in students' minds, especially in constructing concepts and reviewing the results of solving these problems. Each student seems to have fragmentation of different thinking structures according to the level of understanding that students have. Students are not able to use mathematics according to the actual concept of inequality and the occurrence of fragmentation of thinking structures that hinders students' thinking processes.

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“…This resulted in the failure of students to integrate information between representations (Fujita et al 2017). Students also experience errors in constructing the construction of meaning between mathematical representations, namely representational attributes, interference thinking, pseudo-thinking, disconnected connections, implementation errors and lack of preservation of representative equivalence (Afriyani et al 2019). There are two characteristics of students' understanding in solving mathematical problems related to multiple representations, namely flexibility and compartmentalization (Sa'dijah et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Multi-representation raised by prospective teachers in expressing algebra

Sirajuddin

Sa’dijah

Parta

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research investigated types of multi-representations raised by prospective teachers in expressing algebra. This study used a qualitative approach with case study methods. As many as 112 prospective mathematics education teachers from Universitas Negeri Malang of Indonesia participated. Researchers used Algebra Task Sheet and Interview Guide Sheet as data collection tools. Then an analysis is carried out so that the following categories are obtained: subjects that symbolically express algebra, pictorial, and geometric. The results obtained showed that 74% of subjects expressed symbolically algebra, while 15% of subjects expressed pictorially, and 11% of subjects expressed geometrically. The research findings showed that there are three forms of representation raised by the subject in expressing algebra, namely the representation of algebraic symbols, image representations, and geometric representations. Most of the participants produced algebraic symbolic representations and some of them experienced obstacles in producing pictorial representations and geometric representations, also researcher found similar patterns in producing geometric representation namely, perception, appearance, strategy, and re-examination. Researchers recommend geometric representations for further research because they tend to be done by subjects with high mathematical abilities and rarely found research that produces geometrical representations when solving algebraic problems.

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Students’ construction error in translation among mathematical representations

Cited by 5 publications

References 5 publications

The Application of Item Response Theory in Analysis of Characteristics of Mathematical Literacy Test Items

The Application of Item Response Theory in Analysis of Characteristics of Mathematical Literacy Test Items

Fragmentation of Students’ Thinking Structure in Constructing the Concept of Linear Inequality of Two Variables

Multi-representation raised by prospective teachers in expressing algebra

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