TY - JOUR
T1 - The written mathematical communication ability of junior high school students in solving set problems
AU - Azizah, N.
AU - Usodo, B.
AU - Saputro, D. R.S.
N1 - Publisher Copyright:
© Published under licence by IOP Publishing Ltd.
PY - 2020/6/19
Y1 - 2020/6/19
N2 - Written mathematical communication helps students in the learning process, helps teachers to assess students' understanding, and becomes the link between the known and the written information with the understood information. The concept of understanding or procedures will be more meaningful if the students can communicate their ideas well. The study aims to describe and analyze students' written mathematical communication abilities. This research is a qualitative descriptive study. The researchers employ tests and interviews in collecting data. The validity of the data uses the triangulation method. The results reveal that the students who have high communication ability can reach written communication indicators even though not all indicators are achieved correctly. The students who don't have high communication ability face difficulty in expressing ideas in the form of mathematical symbols/notations so that they use meaningless notation. Meaningless notations are written based on the known information in the task and the results of students' thinking when they experience difficulties. These students also have not been able to use algebraic expressio ns and draw conclusions correctly. They directly write the results of the answers without the procedure. They state that concluding is unnecessary. Overall, the students who have high, medium, and low ability can draw Venn diagrams even though the diagram is improper.
AB - Written mathematical communication helps students in the learning process, helps teachers to assess students' understanding, and becomes the link between the known and the written information with the understood information. The concept of understanding or procedures will be more meaningful if the students can communicate their ideas well. The study aims to describe and analyze students' written mathematical communication abilities. This research is a qualitative descriptive study. The researchers employ tests and interviews in collecting data. The validity of the data uses the triangulation method. The results reveal that the students who have high communication ability can reach written communication indicators even though not all indicators are achieved correctly. The students who don't have high communication ability face difficulty in expressing ideas in the form of mathematical symbols/notations so that they use meaningless notation. Meaningless notations are written based on the known information in the task and the results of students' thinking when they experience difficulties. These students also have not been able to use algebraic expressio ns and draw conclusions correctly. They directly write the results of the answers without the procedure. They state that concluding is unnecessary. Overall, the students who have high, medium, and low ability can draw Venn diagrams even though the diagram is improper.
UR - http://www.scopus.com/inward/record.url?scp=85088309420&partnerID=8YFLogxK
U2 - 10.1088/1742-6596/1538/1/012103
DO - 10.1088/1742-6596/1538/1/012103
M3 - Conference article
AN - SCOPUS:85088309420
SN - 1742-6588
VL - 1538
JO - Journal of Physics: Conference Series
JF - Journal of Physics: Conference Series
IS - 1
M1 - 012103
T2 - 3rd International Conference on Combinatorics, Graph Theory, and Network Topology, ICCGANT 2019
Y2 - 26 October 2019 through 27 October 2019
ER -