Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem

DOI

10.2991/assehr.k.210508.062How to use a DOI?

Keywords

Mathematical argumentative ability, visual-formed problem, mathematical modelling

Abstract

This paper was to describe junior high school students’ argumentative ability mathematically using a visual-formed problem. The type of this research was descriptive with a qualitative approach. The subjects of this research were 19 students of the 7th grade-student of SMPN 6 Inderalaya Utara. A post-test was used to collect data to describe the students’ ability to give arguments mathematically. This research found that the percentage average of the students’ argumentative ability was 41,66%. Besides, the students were interested in studying a visual-formed mathematical problem under a mathematical modelling framework.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Eka Nanda Azer Rolan
AU  - Darmawijoyo
AU  - Indaryanti
PY  - 2021
DA  - 2021/05/11
TI  - Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem
BT  - Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)
PB  - Atlantis Press
SP  - 180
EP  - 185
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210508.062
DO  - 10.2991/assehr.k.210508.062
ID  - Rolan2021
ER  -