The Effects of Using Representations in Elementary Mathematics: Meta-Analysis of Research

Abstract

The current study provides a meta-analysis of global research on using representations to support the learning of mathematics in Pre-K through Grade 5. A total of 13 primary studies encompassing 1,941 subjects was analyzed. The weighted mean effect size for the 13 studies was reported to be ES = 0.53 (SE = 0.05). A 95% confidence interval around the overall mean-Clower = 0.42 and Cupper = 0.63-proved its statistical significance and its relative precision. The calculated effect size signifies strong, robust support for the use of representations in Pre-K through Grade 5 mathematics classes and highlights the importance of providing students with opportunities to construct and explore transitioning between various forms of representations. Moderator analysis revealed differences among the effects due to a different type of representation, grade levels, and concepts taught. A synthesis of moderator effects allowed for a formulation of a general way of applying representations that produces maximum learning effects and that the teachers can adopt in their school practice. While the effect sizes provided a means of determining the most effective ways of applying representations, questions about how to develop students' transitioning from one representation to another remain unsolved. A further discussion of the impact of the study findings beyond the boundaries of elementary mathematics classrooms follows.

Systematic Literature Review: Kemampuan Representasi Matematis Siswa Pada Pembelajaran Matematika

“…The current study provides a meta-analysis of global research on the use of representations to support mathematics learning in Pre-kindergarten through Grade 5. Representations provide strong support for their use in Pre-kindergarten through Grade 5 in mathematics and highlight the importance of providing students with opportunities to construct and explores transitions between different forms of representation (Sokolowski 2018) . Third grade elementary school students have difficulty in completing tasks of mathematical representation of fractions.…”

Kemampuan representasi verbal siswa melalui menulis jurnal matematika

“…Masih banyak siswa yang kesulitan dalam membuat representasi verbal pada materi fungsi (Zindel, 2018). Representasi membantu siswa belajar dan menerapkan konsep abstrak matematika, dan mendukung pemahaman konsep baru dan keterampilan memecahkan masalah siswa (Sokolowski, 2018). Siswa yang bekerja dengan representasi mencapai hasil yang lebih baik dibandingkan yang menggunakan model tradisional (Debrenti, 2015).…”

Kemampuan Representasi Simbolik Mahasiswa Calon Guru dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Gender

“…Representasi merupakan alat yang digunakan siswa dalam memahami situasi tertentu dan menyatakan pemikirannya dengan menggunakan kombinasi informasi tertulis, fisik, benda, atau pengaturan pikiran yang dibangun dengan teliti (Sokolowski, 2018). Representasi matematis dapat dilakukan dengan menggunakan berbagai interpretasi seperti kata-kata atau verbal, tulisan, gambar, tabel, grafik, benda konkrit, simbol matematika, dan lain sebagainya (Sabirin, 2014).…”

“…01, Maret 2022, hal. 560-571 Representasi simbolik atau deskriptif biasanya digunakan untuk mengekspresikan informasi abstrak (Sokolowski, 2018). Umumnya, pengetahuan simbolik tidak dianggap sebagai aspek penting dari proses pembelajaran.…”