Students' mathematical representations on secondary school in solving trigonometric problems

International Conference on Mathematics: Education, Theory and Application

数学;教育

Istadi^1 ; Kusmayadi, T.A.^2,3 ; Sujadi, I.^3

Mathematics Education of Sebelas Maret University, Indonesia^1

Department of Mathematics, Faculty of Mathematics and Natural Sciences, Sebelas Maret University, Indonesia^2

Department of Mathematics Education, Faculty of Teacher Training and Education, Sebelas Maret University, Indonesia^3

关键词: Learning Mathematics;    Mathematical equations;    Mathematical problems;    Mathematical representations;    Qualitative method;    Secondary schools;    Symbolic representation;    Visual representations;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/855/1/012021/pdf
DOI  :  10.1088/1742-6596/855/1/012021

学科分类：发展心理学和教育心理学

来源: IOP

【 摘 要 】

This research aimed to analyse students' mathematical representations on secondary school in solving trigonometric problems. This research used qualitative method. The participants were 4 students who had high competence of knowledge taken from 20 students of 12th natural-science grade SMAN-1 Kota Besi, Central Kalimantan. Data validation was carried out using time triangulation. Data analysis used Huberman and Miles stages. The results showed that their answers were not only based on the given figure, but also used the definition of trigonometric ratio on verbal representations. On the other hand, they were able to determine the object positions to be observed. However, they failed to determine the position of the angle of depression at the sketches made on visual representations. Failure in determining the position of the angle of depression to cause an error in using the mathematical equation. Finally, they were unsuccessful to use the mathematical equation properly on symbolic representations. From this research, we could recommend the importance of translations between mathematical problems and mathematical representations as well as translations among mathematical representaions (verbal, visual, and symbolic) in learning mathematics in the classroom.