Mathematical Communication Process of Junior High School Students in Solving Problems based on APOS Theory

Abstract

TRole of mathematical communication in learning is needed. Mathematical communication could carry conceptual understanding, problem solving, and mathematics reasoning. This research aims to explain communication process of Junior High School students in solving problems based on APOS framework theory. In solving mathematics problem at school, it emphasizes more on outcome than process without considering students’ reasoning process. To express mathematics ideas, the learning seems to emphasize on written than spoken. To solve that problem, there is a need of mathematical communication process connection to students’ reasoning in solving problems. The reasoning skill of the students was reviewed based on APOS Theory. This research is a qualitative research. The instruments of collecting data were problem solving task and interview. The results showed that there were 10 students performing mathematical communication process by having pseudo drawing communication and 20 students by having pseudo mathematical expression communication criteria.

Keywords

• mathematical communication,APOS Theory,problem solving skills,mathematic education

Supporting Institution

institutions provide assistance in the form of supervisors to help complete this research

Project Number

there is no

Thanks

thank you to the mentors who helped with this research

References

1. Arnon, I, Cottrill, J, Dubinsky, E, Oktaç, A, Fuentes ,S .R, Trigueros, M, & Weller, K. (2014). A Framework for Research and Curriculum Development in Mathematics Education. New York: Springer.
2. Bal, A. P. (2015). Skills Of Using And Transform Multiple Representations Of The Prospective Teachers. Social Procedia Behavioral Sciences, 197, 582–588. https://doi.org/10.1016/j.sbspro.2015.07.197
3. Bicer, A., Capraro, M. M., & apraro, R. M. (2011). Integrating Writing Into Mathematics Clasroom As One Communication Factor. The Online Journal of New Horizons in Education, 4(2).
4. Creswell, J. W. (2012). Educational Research: Planning, Conducting, And Evaluating, Quantitative And Qualitative Research Fourth Edition. Boston: Pearson Education, Inc. Departemen Pendidikan Nasional. (2013). Kurikulum 2013. Jakarta: Depdiknas.
5. Freeman, B., Higgins, K. N., & Horney, M. (2016). How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies. Contemporary Educational Technology, 7(4), 281–313.
6. Jung, H. Y., & Reifel, S. (2011). Promoting Children’s Communication: A Kindergarten Teacher’s Conception and Practice of Effective Mathematics Instruction. Journal of Research in Childhood Educations, 25(11), 194–210. https://doi.org/10.1080/02568543.2011.555496
7. Kaya, D., & Aidyn, H. (2014). Elementary Mathematics Teachers’ Perceptions and Lived Experiences on Mathematical Communication. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1619–1629. https://doi.org/10.12973/eurasia.2014.1203a
8. Kongthip, Y., Inprasitha, M., Pattanajak, A., & Inprasitha, N. (2012). Mathematical Communication by 5th Grade Students’ Gestures in Lesson Study and Open Approach Context. Psychology, 3(8), 632–637. http://dx.doi.org/10.4236/psych.2012.38097

9. Kosko, K. W., & Wikins, J. L. M. (2010). Mathematical Communication and Its Relation to the Frequency of Manipulative Use. International Electronic Journal of Mathematics Education, 5(2), 79–90.
10. Lamibao, L. S., Charita, A. L., & Namoko, R. A. (2016). The Influence of Mathematical Communication on Students’ Mathematics Performance and Anxiety. American Journal of Educational Research, 4(5), 378–382. https://doi.org/10.12691/education-4-5-3
11. Lepak, J. (2014). Enhancing Students’ Written Mathematical Arguments. National Council of Teachers of Mathematics, 20(4), 212–219. https://doi.org/10.5951/mathteacmiddscho.20.4.0212
12. Moll, V. F., Trigueros, M., Badillo, E., & Rubio, N. (2016). Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA. Educ Stud Math, 91. https://doi.org/10.1007/s10649-015-9639-6
13. Mybert, Z., Maharaj, A., & Brijlall, D. (2013). From Human Activity to Conceptual Understanding of the Chain Rule. Research in Mathematics Education, 2(1), 77–99. https://doi.org/10.4471/redimat.2013.21
14. Nartani, I., Hidayat, R. A., & Sumiyati, Y. (2015). Communication in Mathematics Contextual. International Journal of Innovation and Research in Educational Sciences, 2(4), 2349–5219.
15. Osterholm, M., Bergqvist, E., & In Tso, T. Y. (Ed. ). (2012). Communicating Mathematics or Mathematical Communication? An Analysis of Competence Frameworks. Taipei, Taiwan: PME: Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education.
16. Premprayoon, K., Loipha, S., & Inprasitha, M. (2014). Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach. Scientific Research, 5, 1523–1527. http://dx.doi.org/10.4236/ce.2014.516169
17. Rodriguez, C., & Bonner, E. P. (2018). The Impact of Teacher Questioning and Open Ended Problems on Mathematical Communication. Journal of Teacher Action Research, 4(3).
18. Rohid, N., Suryaman, & Rusmawati, R. D. (2019). Students’ Mathematical Communication Skills (MCS) in Solving Mathematics Problems: A Case in Indonesian Context. Anatolian Journal of Education, 4(2), 19–30. https://doi.org/10.29333/aje.2019.423a
19. Rosidin, U., Suyatna, A., & Abdurrahman, A. (2019). A Combined HOTS-Based Assessment/STEM Learning Model to Improve Secondary Students’ Thinking Skills: A Development and Evaluation Study. Journal for the Education of Gifted Young Scientists, 7(2), 435–448. http://dx.doi.org/10.17478/jegys.518464
20. Ryve, A., Nilsson, P., & Pettersson, K. (2013). Analyzing Effective Communication in Mathematics Group Work: The Role of Visual Mediators and Technical Terms. Educational Studies in Mathematics., 82(3), 497–514. https://doi.org/10.1007/s10649-012-9442-6
21. Sastrawati, E., Rusdi, M., & Syamsurizal. (2011). Problem-Based Learning, Strategi Metakognisi dan Keterampilan Berpikir Tingkat Tinggi Siswa. Tekno-Pedagogi, 1(2), 1–14.
22. Smieskova, E. (2017). Communication Students’ Skills as a Tool of Development Creativity and Motivation in Geometry. Universal Journal of Educational Research, 5(1), 31–35. https://doi.org/10.13189/ujer.2017.050104
23. Sukoriyanto, Nusantara, T., Subanji, & Chandra, T. D. (2016). Students’ thinking process in solving combination problems considered from assimilation and accommodation framework. Educational Research and Reviews, 11(16), 1494–1499. https://doi.org/10.5897/ERR2016.2811
24. Sumaji, Sa’dijah, C., Susiswo, & Sisworo. (2019). Students’ problem in communicating mathematical problem solving of Geometry. IOP Conf. Series: Earth and Environmental Science, 243. https://doi.org/10.1088/1755-1315/243/1/012128
25. Sumaji, Sa’dijah, C., Susiswo, & Sisworo. (2020). Leveling Of J Unior High School Student Mathematical Communication In Solving Open Ended Problem. International Journal of Scientific & Technology Research, 9(1), 715–718.
26. Sutarto, Nusantara, T., Subanji, Hastuti, I. D., & Dafik. (2018). Global conjecturing process in pattern generalization problem. IOP Conf. Series: Journal of Physics, 1008. https://doi.org/10.1088/1742-6596/1008/1/012060
27. Syamsuri, Purwanto, Subanji, & Irawati, S. (2017). Using APOS Theory Framework: Why Did Students Unable to Construct a Formal Proof? International Journal on Emerging Mathematics Education (IJEME), 1(2), 135–146. http://dx.doi.org/10.12928/ijeme.v1i2.5659
28. Thinwiangthong, S., Inprasitha, M., & Loipha, S. (2012). Adaptation of Lesson Study and Open Approach for Sustainable Development of Students’ Mathematical Learning Process. Psychology, 3(10), 906–911. https://doi.org/10.4236/psych.2012.310136
29. Tiffany, F., Surya, E., Panjaitan, A., & Syahputra, E. (2017). Analysis Mathematical Communication Skills Student at The Grade IX Junior High Scool. Advance Research And Innovative Ideas in Education, 3(2), 2395–4396.
30. Viseu, F., & Olivera, I. B. (2012). Open-ended Tasks in the Promotion of Classroom Communication in Mathematics. International Electronic Journal of Elementary Educatio, 4(2), 287–300.
31. Yuniara, R. (2016). Students’ Mathematical Communication Skills in Finding the Concept of Direct and Inverse Proportions through. Discovery. Proceedings of the 1st EEIC in Conjunction with the 2nd RGRS-CAPEU between Sultan Idris Education University and Syiah Kuala University, November 12-13, 2016, Banda Aceh, Indonesia, 375–379.