Student Thinking Levels in Solving Open-Ended Geometric-Function Problem by Algebraic Representation Approach

DOI

10.2991/assehr.k.210430.050How to use a DOI?

Keywords

education, geometric function, algebraic

Abstract

The mathematical problem mostly has been involved in the measurement of student ability according to study objectives and data needs. In this study, geometric-function problem has been used to data collection, analyzed problem type, and students thinking levels based on their completion. The sample of this study was three student high school in a science programme in the region of West Jakarta who selected purposively. Based on data analyzed, the result was found that students view the problem as the task constructed algebraic function formula. The completion and solution that have been shown by students, categorized the problem in open-ended type. The finding of mathematical thinking levels analysis there was a different complexity of thinking process between students because the number of concepts applicate. According to van Hiele theory, student’s geometry thinking levels was on abstraction level minimally, and the problem is not relevant for deduction thinking level criterion. For the analysis result about algebraic thinking levels, by the structure of the observed learning outcome (SOLO) taxonomy, students at the levels between relational and extended abstract Students in these levels was a student high ability so it is appropriate with the background of the sample selected.

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  - Yatha Yuni
AU  - Fiki Alghadari
AU  - Ayu Wulandari
AU  - Syafa’at Ariful Huda
PY  - 2021
DA  - 2021/05/03
TI  - Student Thinking Levels in Solving Open-Ended Geometric-Function Problem by Algebraic Representation Approach
BT  - Proceedings of the 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020)
PB  - Atlantis Press
SP  - 333
EP  - 341
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210430.050
DO  - 10.2991/assehr.k.210430.050
ID  - Yuni2021
ER  -