scholarly journals Diseño de una actividad didáctica con base en un diálogo entre TAD y APOEDesign of a didactic activity based on a dialogue between ATD and APOE

2020 ◽  
Vol 22 (4) ◽  
pp. 189-203
Author(s):  
Rita Vázquez-Padilla ◽  
María Trigueros ◽  
Avenilde Romo-Vázquez
Keyword(s):  
Linear Algebra ◽  
Reverse Transformation ◽  
Apos Theory ◽  
Modelling Activity ◽  
Anthropological Theory ◽  
Action Process

AbstractWe present the design of a modelling activity based on the dialogue between anthropological theory of the didactic (ATD) and the Action-Process-Object-Schema (APOS) theory. We focus in illustrating the potentiality of this dialogue for the design and analysis of research experiences.Palabras-clave: TAD, APOE, Modelación, Álgebra lineal; Transformación inversa.ResumenSe presenta el diseño de una actividad de modelación a partir del diálogo entre la teoría antropológica de lo didáctico (TAD) y la teoría Acción-Proceso-Objeto-Esquema (APOE). Nos centramos en ilustrar la potencialidad de dicho diálogo para el diseño y análisis de experiencias de investigación.Keywords: TAD, APOS, Modeling, Linear algebra; Reverse transformation.

scholarly journals ANALISIS PEMAHAMAN KONSEP PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL BERDASARKAN TEORI APOS

Sigma ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 141
Author(s):  
Ida Silfia ◽  
Yuniar Ika Putri Pranyata
Keyword(s):  
Linear Equation ◽  
Equation System ◽  
Apos Theory ◽  
Linear Equation System ◽  
Action Process ◽  
Low Ability

This research aims to describe the analysis of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema). This research did in the three students class X of MA Miftahul Huda Kepanjen. With students high (A), medium (B) and low ability categories(C). The results of the study show that highly capable subjects have an understanding of the stages of APOS (action, processes, objects and schemes). Subjects who are capable of having did’t understanding at the stage of process. While low-ability subjects have an understanding of the stages of action. In this description get node action the students tight with to understand the concept of the materi. So, researcher proposition of the teacher for notice the process materi in this study mathematics.

scholarly journals The Analysis of Pre-service Math Teachers’ Level of Understanding the Derivative Concept within the Context of APOS Theory

2018 ◽  
Vol 48 ◽  
pp. 01064
Author(s):  
Selin Urhan ◽  
Şenol Dost
Keyword(s):  
Mathematics Education ◽  
Geometric Dimension ◽  
Secondary Mathematics ◽  
Apos Theory ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
University Mathematics ◽  
Education Community ◽  
Action Process ◽  
Level Of Understanding

APOS (Action-Process-Object-Schema) learning theory is the result of the studies of a mathematics education research group named Research in Undergraduate Mathematics Education Community (RUMEC), whose aim is to examine students’ level of comprehending university mathematics subjects. This study aimed to investigate how secondary mathematics education pre-service teachers in a public university structured the geometric dimension of the concept of derivative in their minds in the context of the components of the APOS theory. As data collection tools, questions developed by Çekmez [1] based on the genetic decomposition of Asiala, Dubinsky, Cottrill and Schwingendorf [2] for the geometric dimension of derivatives were used. The study revealed that secondary mathematics education pre-service teachers did not have the mental structures related to this topic and could not learn it at the desired level.

scholarly journals IMPULSIVE AND REFLECTIVE STUDENTS’ UNDERSTANDING TO LINEAR EQUATIONS SYSTEM: AN ANALYSIS THROUGH APOS THEORY

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 128-135
Author(s):  
Dinda Ayu Rachmawati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Linear Equation ◽  
Cognitive Style ◽  
Junior High School ◽  
Linear Equations ◽  
Equation System ◽  
Mathematical Concept ◽  
Apos Theory ◽  
Process Stage ◽  
Linear Equation System ◽  
Action Process

Understanding is constructed or reconstructed by students actively. APOS theory (action, process, object, schema) is a theory that states that individuals construct or reconstruct a concept through four stages, namely: action, process, object, and scheme. APOS theory can be used to analyze understanding of a mathematical concept. This research is a qualitative research which aims to describe impulsive and reflective students’ understanding to linear equations system based on APOS theory. Data collection techniques were carried out by giving Matching Familiar Figure Test (MFFT) and concept understanding tests to 32 students of 8th grade in junior high school, then selected one subject with impulsive cognitive style and one subject with reflective cognitive style that can determine solutions set and solve story questions of linear equation system of two variables correctly, then the subjects were interviewed. The results show that there were differences between impulsive and reflective subjects at the stage of action in explaining the definition and giving non-examples of linear equation system of two variables, show the differences in initial scheme of two subjects. At the process stage, impulsive and reflective subjects determine solutions set of linear equation system of two variables. At the object stage, impulsive and reflective subjects determine characteristics of linear equation system of two variables. At the schema stage, impulsive and reflective subjects solve story questions of of linear equation system of two variables, show the final schematic similarity of two subjects.Keywords: understanding, APOS theory, linear equations system of two variables, impulsive cognitive style, reflective cognitive style.

scholarly journals Koneksi Matematis dan Berpikir Kreatif dalam Pembelajaran Matematika dengan Teori APOS

2017 ◽  
Vol 5 (1) ◽  
pp. 87
Author(s):  
Retno Marsitin
Keyword(s):  
Academic Success ◽  
Creative Thinking ◽  
Math Education ◽  
Qualitative Approach ◽  
Class Action ◽  
Research Subject ◽  
Education Students ◽  
Apos Theory ◽  
Action Process ◽  
Mathematical Connection

This study aimed to describe the mathematical connection capability and creative thinking in mathematics with APOS theory. This study uses a quantitative and qualitative approach, the research design class action, which was conducted in two cycles. The research subject is 30 math education students who take a course in calculus. The results showed that an increase in the ability to connect mathematical and creative thinking in mathematics with APOS theory which includes Action, Process, Object and Scheme. This is shown by the data obtained in the second cycle that meets the criteria of academic success with 81.47%, the ability of mathematical connection with the achievement of 80.56%, and the ability to think creatively with the achievement of 81.27%.

scholarly journals ANALISIS PEMAHAMAN INTEGRAL TAKTENTU BERDASARKAN TEORI APOS (ACTION, PROCESS, OBJECT, SCHEME) PADA MAHASISWA TADRIS MATEMATIKA (TMT) IAIN TULUNGAGUNG

2016 ◽  
Vol 14 (1) ◽  
pp. 125
Author(s):  
Ummu Sholihah ◽  
Dziki Ari Mubarok
Keyword(s):  
Apos Theory ◽  
Indefinite Integral ◽  
Average Students ◽  
Action Process

This research aims to describe the understanding ofmathematics Tadris students of  IAIN Tulungagungabout  indefinite integral understanding of APOS theory. The subjects of research are six students. Each two have  high, average, and low abilities. The result of the research indicated that the understanding ofmathematics Tadris (TMT) students of  IAIN Tulungagung about indefinite integral understanding on actionaspect of APOS theory, high students achieve all of understanding indicators, for average students also achieve  all of understanding indicators, meanwhile for low students achieve one indicator of two indicators. On process aspect, high students achieve all of understanding indicators and average students achieve all of understanding indicators too. Meanwhile low students achieve one indicator of three indicators. On objectaspect,high students achieve all of understanding indicators and average students achieve one indicator of three understanding indicators. Meanwhile for low students do not achieve all of understanding indicators. On schemeaspect, high students achieve all of understanding indicators and for average students achieve two understanding indicators. Meanwhile for low students achieve only one  indicators

scholarly journals The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory

2021 ◽  
Vol 10 (4) ◽  
pp. 1807-1823
Author(s):  
Henry Suryo ◽  
Y.L. Sukestiyarno ◽  
Mulyono Mulyono ◽  
Walid Walid
Keyword(s):  
Cognitive Style ◽  
Internal Representation ◽  
Schema Theory ◽  
Spatial Thinking ◽  
External Representation ◽  
Apos Theory ◽  
Field Independent ◽  
Thinking Process ◽  
Thinking Processes ◽  
Action Process

<p style="text-align: justify;">Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.</p>

scholarly journals Does The Use of APOS Theory Promote Students’ Achievement in Elementary Linear Algebra?

2021 ◽  
Vol 14 (3) ◽  
pp. 175-186
Author(s):  
I Made Arnawa ◽  
◽  
Yanita Yanita ◽  
Yerizon Yerizon ◽  
Bukti Ginting ◽  
...  
Keyword(s):  
Linear Algebra ◽  
Apos Theory

scholarly journals ANALISIS KEMAMPUAN SISWA DALAM MEMAHAMI KONSEP SISTEM PERSAMAAN LINIER TIGA VARIABEL (SPLTV) BERDASARKAN TEORI APOS SISWA KELAS X IPS 1 MA TARBIYATUL MUSTAFID BATU RIMPANG

2019 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Hasbi Wahyuningsih ◽  
Ita Chairun Nissa ◽  
Yuntawati Yuntawati
Keyword(s):  
Equation System ◽  
Descriptive Study ◽  
Apos Theory ◽  
Linear Equation System ◽  
Calculation Process ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Action Process ◽  
The Mathematical Model ◽  
Low Ability

This study aims to describe the ability of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema) in students of MA Tarbiyatul Mustafid Batu Rimpang. This type of research is a qualitative descriptive study with 3 students subject taken from MA Tarbiyatul Mustafid Batu Rimpang students with high, medium and low ability categories. The results of the study show that highly capable subjects have an understanding of the stages of action, processes, objects and schemes. Subjects who are capable of having understanding at the stage of action, process, object and at the schematic stage students cannot design and complete the mathematical model they form. While low-ability subjects have an understanding of the stages of action, process, object but have not fully arrived at these stages because the subject made a mistake in the calculation process so that the solution given is wrong. The understanding possessed by students with moderate and low ability is the same at the scheme stage.

scholarly journals COMPARISON OF PROCESSES CONSTRUCT CONCEPT OF SOLO THEORY AND APOS THEORY IN MATHEMATICS LEARNING

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Achmad Hidayatullah
Keyword(s):  
Mathematics Learning ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Learning Outcome ◽  
Mathematical Concepts ◽  
Apos Theory ◽  
Theory Structure ◽  
Action Process

Purpose of Study: To provide a deep understanding of learning of mathematics, it is necessary to make efforts to realize the conditions of students doing the construction of their understanding. There are many theories that describe thinking in constructing concepts in mathematics. By constructing their understanding, the students can be called doing meaningful learning as mentioned by Ausubel. Methodology: This research used the comparative process of construct understanding of mathematics with SOLO and APOS theory. SOLO theory (Structure of the Observed Learning Outcome) has five parts namely pre-structural, uni-structural, multi-structural, relational, and extended abstract. While the theory of APOS (Action, Process, object, and Schema). The method used in this research is the study literature from various sources. Results: This research found the differences construct of the concept in mathematics by using both theories. Implications/Applications: The SOLO Taxonomic Theory and APOS Theory about its use in constructing mathematical concepts. This means to achieve an individual process needs to do the action repeatedly.

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