Problem representation and mathematical problem solving of students of varying math ability (doctoral dissertation) Miami: University of Miami, 7 Februari 2016. Journal of Educational Psychology 91(4), 684-689. Types of visual-spatial representations and mathematical problem solving. 8th grade students skill in translating among multiple representations. (2000) Representation: an important process for teaching and learning mathematics (2000), 3 Maret 2016. Educational Studies in Mathematics, 6(1), 103–31.įennel, F& Rowan, T. A cognitive analysis of problems of comprehension in a learning of mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1379-1397.ĭuval, R. Mathematics teacher-candidates performance in solving problem with different representation style: the trigonometry example. Representation elements of spatial thinking Journal of physics: Conf. Students differented translation processes, 27 Maret 2016. (2011)Assesing the difficulty of mathematical translations: synthesizing the literature and novel., International Electronical Journal of Mathematics Education., 6(3), 113-133.īosse, M.J., Adu-Gyamfi, K& Chandler, K. Skills of using and transform multiple representations of the prospective teachers., Social and Behavioral Sciences., 19(7), 582-8.īosse, M.J., Adu-Gyamfi, K& Cheetham, M.R. The function of multiple representations Computer and Education. International Journal for Mathemathics Teaching and Learning, 1-29.Īinsworth, S. Situating student errors: linguistic-to-algebra translation errors. School science and Mathematics, 112(3), 159-70.Īdu-Gyamfi, K., Bosse, M.J& Chandler, K. Lost in Translation: examining translation errors assosiated with mathematical representation. So, those problem can be examined in the next research.Īdu-Gyamfi K., Bosse, M.J. This research is also limited to the representation translation from verbal to graph representation, has not examined the other representation such as verbal to symbolic or otherwise. The results of this research can be used as consideration to minimize the difficulties of students in unpacking the source when performing translation of verbal to the graph representation. Schemes facilitate students in unpacking the source.
The results showed that the activities of students in unpacking the source are reading the questions carefully, drawing the scheme of the verbal situation, identifying the things that are known, identifying the things that are asked, interpreting information and identifying new information. The data were collected through the think-aloud test. Subject of this study are twenty students of mathematics education program. This research was a qualitative descriptive study. This study aimed to examine the activity of students in unpacking the source during the translation process of verbal to the graph representations.
Hasil penelitian menunjukkan bahwa aktivitas mahasiswa dalam membongkar sumber (unpack the source) adalah membaca masalah dengan teliti, menggambar skema dari situasi verbal, mengidentifikasi hal yang diketahui, mengidentifikasi hal yang ditanyakan, meninterpretasi informasi dan mengidentifikasi informasi baru. Data dikumpulkan melalui tes disertai think aloud. Subjek penelitian ini adalah 20 mahasiswa pendidikan matematika. Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk memeriksa aktrivitas mahasiswa pada tahap unpack the source ketika melakukan translasi representasi verbal ke grafik.
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