Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style (original) (raw)
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Journal of Physics: Conference Series, 2018
In solving mathematical problems, visualization has an important role in developing thinking, mathematical understanding, helping the transition of concrete thinking to abstract. This study aimed to describe the visualization process of junior high school students in solving geometry problems viewed from gender differences. The description of the student visualization process was based on the aspects of generation, inspection, transformation, and use. The methods of data collection in this study were conducted through test and interview. The result of the research showed that in generation aspect, male and female students made the picture according to the information of the problem which was given by relating it to the knowledge they had. In inspection aspect, male and female students applied the rules of Pythagoras theorem to determine one of its elements. In transformation aspect, female student changed the pattern of visual ideas into square shapes by translating the elements, while male student changed the pattern of visual ideas into triangular shapes. In use aspect, female student used a picture to check the result of the operation, while the male student did not use a picture to check the result of the operation. Thus, this visualization process was expected to provide information for teachers about the visualization process of junior high school students either male or female so as to assist teachers in designing learning.
2014
The process of thinking in solving problem needs teachers’ attention to help students in developing problem solving ability. Problem solving ability in mathematics can be viewed from several dimensions, one of them is cognitive style. This study aims to analyze the students' problem solving abilities Field Dependent (FD), Field Intermediate (FDI), and Field Independent (FI). Type of the research is descriptive qualitative research. The cognitive styles of 27 students of class VIII G were determined using Group Embedded Figure Test (GEFT). Each category of cognitive styles was taken two students with the highest and lowest scores and were used as research subjects. Students of class VIII G were given lessons to introduce Polya problem solving steps and Problem Solving Tests (TPM). Students' answers in TPM were analyzed, and subjects were interviewed as triangulation. The results of students' problem solving were also analyzed to be given scaffolding. Weak FD (FDL) subject...
2019
This study aims to describe Field Independent (FI) students and Field Dependent (FD) students in solving mathematical problem of triangular. The type of research used in this study is a descriptive qualitative with data collection techniques namely conducting interviews and Group Embedded Figure Test (GEFT) tests and first to each subject given a problem solving test. The GEFT test was given to 31 students and then examined the results of these tests to determine 6 research subjects, namely 3 subjects who were cognitive in Field Independent (FI) and 3 subjects who were cognitive in Field Dependent (FD). Then given a problem solving test to the subject and interviewed the 6 subjects to find out the cognitive processes that occur in solving mathematical problems. The results show that cognitive processes that are cognitively styled by Field Independent (FI) are able to recall, understand problems, calcify, analyze and evaluate in solving problems while cognitive processes that are cog...
Students’ Thinking Process in Solving Mathematics Problems Reviewing from Cognitive Style
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This research aims to identify and describe the thinking process of students in solving mathematical problems, both students who have a field-independent type of cognitive style (GK-FI) and students who have a field-dependent type of cognitive style (GK-FD). The subjects of this study were eight people, consisting of four GK-FI students and four GK-FD students. Data was collected using the Group Embedded Figure Test (GEFT). The process of selecting subjects was carried out in stages (a) determining the class to be the subject of the study, (b) giving the GEFT test, (c) analyzing the results of the GEFT test, (d) determining the research subjects, each consisting of 4 students. The research process follows the stages: (a) reviewing theory and conducting an initial survey, (b) preparing research instruments, (c) collecting research data both written data and interview data, (d) validating data using triangulation techniques, (e) analyzing data on mathematical problems to get an overvi...
Formatif: Jurnal Ilmiah Pendidikan MIPA, 2020
The present study aims at uncovering Mathematical Concept Understanding Ability in solving the problem of 3D Geometry from the perspective of both cognitive styles dependent and independent field. As the instrument, this study adopts Group Embedded Figure Test, Observation worksheet, test, interview, and documentation. In dealing with data analysis, it relies on qualitative analysis consisting data reduction, data display, and conclusion drawing. Based on the investigation, it could be inferred that the students with cognitive dependent field could solve the problem with 3D Geometry; however, they still need some improvements to realize a proper way in using such method. On the other hand, the students with cognitive independent field, they could correctly operationalize the 3D Geometry concept to solve the same problem. In addition, this study also recommends that to minimize the problem above, the teacher is supposed to give proportional distribution in implementing either individ...
In this study, it has been investigated the role of teaching applications which intend to develop visualization skills of the students on visualization usage and effective visualization usage in problem solving. It is an experimental research based on an experimental pre---test post---test model. The experimental and control groups consist of the 8 th grade (14---15---year---old) students of a secondary school in Izmir/ Turkey. The experiment group was formed of 21 students, while the control group was formed of 22 students. In the experimental group, teaching process of "systems of linear equations" subject was carried out by using computer---based visual representations and visualization practices. Before and after the teaching application and practices, the status of visualization usage and effective visualization usage of students was examined with "Abstract Thinking in Mathematics Test" which has been developed by the researchers. Results showed that to practice visualizing on routine problem solving effect the students´ preferences on using visual modes of thought and problem solving when they solve non---routine problems. According to posttest scores of experimental group, usage and effective usage of visualization in problem solving were increase.
Spatial Visualization Strategy in Problem Solving of High School Students
Spatial visualization is one of the many ways on how to help students better understand mathematical tasks and enhance their spatial skills. This study aimed to identify the most prevalent visualization strategy in problem solving among high school students and how spatial and visualization strategy of students affect problem solving in mathematics. The researcher used descriptive statistics, correlation and regression in analyzing and interpreting the data surveyed from the student respondents of Dagatan National High School in Dagatan, Taysan, Batangas. This study was conducted among sixty students of which 30 were male and 30 were female. Results showed that the most prevalent spatial visualization strategy in problem solving among high school students is labeling important parts of the figures, graphs and diagrams. Moreover, it was found that there is a significant relationship between the students’ final grade in Math and visualization strategy. Concisely, the researcher found that there is no significant difference in the perceived spatial visualization strategy in problem solving between male and female student respondents.
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Creative thinking is the cognitive activities that process the received information to produce new representations. Therefore, it is necessary to develop creative thinking and represent a problem. This study aims to investigate the students' creative thinking processes based on representation in solving mathematical problems reviewed from cognitive style. Qualitative research was used as a procedure of the study. The data was collected through MFFT questionnaires, mathematics problem tests, and interviews. This research involved 31 eighth-grade students at one of junior high school in Kendal regency, Central Java. Those two subjects represented the reflective and impulsive cognitive styles that have been selected based on their mathematical abilities. The data was analyzed through iterative method. The results of the study showed that both subjects demonstrated a different performance in solving problem. In term of fluency, both subjects used visual representations in interpreti...
International Journal of Trends in Mathematics Education Research, 2019
This study aimed to describe the process of critical thinking of students in solving mathematical problems in algebraic viewed from the differences in cognitive styles-Verbalizer Visualizer. The description of the thinking process was based on Polya’s problem-solving indicator namely understanding the problems, developing plans, implementing problem-solving activities, and to re-examining the results obtained. The research instrument includes the researcher himself, tests of cognitive style, problem-solving task, and the interview guideline. The data analysis was performed by means of data reduction, data presentation, interpretation of data, and drawing conclusions. The study concluded that the visualizer subject disclosed the acknowledged information and asked to use the images and algebraic notation, used a variety of strategies to solve problems, performed calculations by taking into account the things we need and recheck the answer in detail. Verbalizer Subject, however, was ab...
Intuition Characteristics of Student in Mathematical Problem Solving in Cognitive Style
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This study aims to describe the student's intuition characteristics in solving mathematical problems in the cognitive style Field Dependent (FD) and Field Independent (FI). Source of data comes from students taken with a purposive technique. Data collection techniques using tests, field notes, and interviews. The data validity inspection technique used triangulate technique. Data analysis techniques used data reduction, data display, and conclusion drawing. Based on the results of the study concluded that: students with a Field Dependent (FD) cognitive style used intuition with direct, self-evident, extrampolativeness, intrinsic certainly, coerciveness, and conclusive characteristics. While students with Field Independent (FI) cognitive style use intuition with direct, extrampolativeness, self-evident, intrinsic certainly, coerciveness, and conclusive characteristics. In addition, there are also characteristics that are not found in Field Dependent students, there are globality ...