The Mathematical Connections Process of Junior High School Students with High and Low Logical Mathematical Intelligence in Solving Geometry Problems

Abstract

This study aimed to describe the mathematical connections process of students in solving geometry problems. The mathematical connections process was the students' steps in doing mathematical connections. The observed aspects were the internal connections (the interrelationships between mathematical concepts) and external connections (the mathematical interrelationships and outside of mathematics or daily life). The samples of this reasearch were the student with high and low mathematical logical intelligence. The results of the research showed that the students with high logical mathematical intelligence did the internal and external connections in solving geometry problems completely based on polya problem solving steps. Meanwhile, the students with low logical mathematical intelligence did the internal and external connections until the step of understanding the problems.

Mathematical Connection Process of Students with High Mathematics Ability in Solving PISA Problems

“…Mathematical connections are part of a information network that is interlinked with other science, which consists of essential concepts for understanding and establishing relationships between mathematical ideas, concepts and procedures (Kenedi et al, 2019). Mathematical connections are grouped into two, namely internal connections; relation between mathematical concepts and external connections; mathematical link with other sciences or in daily life (Islami et al, 2018;Orhan, 2008;Zengin, 2019).…”

“…The relationship among elements of mathematics in the form of data, definitions, principles, operations and procedures, as well as mathematical themes and processes, shows that mathematics is not a set of isolated ideas. Students' comprehension of the concepts becomes deeper and more lasting, when they are able to relate these mathematical concepts (Ayunani et al, 2020;Islami et al, 2018). Students learn better as they make associations with ideas and move them to long-term memory (Tout & Spithill, 2015).…”

“…The strength and compactness of a scheme depends on the connectivity of components between schema groups (Eli et al, 2013;Marshall, 1995). Mathematical connections can be grouped into two; 1) internal connections, namely connections between topics and mathematical elements, and 2) external connections, namely connections between mathematics and other subjects as well as between mathematics and everyday life (Ayunani et al, 2020;Islami et al, 2018;Kenedi et al, 2019). It means students are required to make connections between mathematical ideas, facts, procedures to understand mathematics (Hiebert & Carpenter, 1992).…”

“…Some research results state that the mathematical connections ability of elementary school student is still low (Hermawan & Prabawanto, 2015;Kenedi et al, 2019;Putri et al, 2016). Students' mathematical connections in problem solving are influenced by the intelligence of mathematical logic (Islami et al, 2018). Primary and secondary student connection skills in problem solving are also influenced by mathematical abilities (Aini et al, 2016;Latif & Akib, 2016;Warih et al, 2016) as well as gender (Baiduri, 2013;Kusumaningsih et al, 2018;Zhu, 2007).…”

Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

“…Today, topics related to mathematics have attracted the attention of many researchers. These studies, among others, discuss the connections that arise in completing certain tasks (Jaijan & Loipha, 2012;Eli, Mohr -Schroeder, & Lee, 2011;Eli, Mohr -Schroeder, & Lee, 2013;Mhlolo, Venkat, & Schäfer, 2012;Islami, Sunardi, & Slamin, 2018;Santia & Kusumaningrum, 2017), conceptualisation of mathematical connections made by teachers (Businskas, 2008), connections between representations (Moon, Brenner, Jacob, & Okamoto, 2013;García-García & Dolores-Flores, 2017), mathematical connections in solvingproblems (Lockwood, 2011), and efforts to improve students' mathematical connection skills (Yaniawati, Kariadinata, Kartasasmita, & Sari, 2017;Rohmatullah, 2018). Businskas (2008) proposes a framework for identifying mathematical connections in teaching and learning practices.…”