Elementary school students’ mathematical connection in problem-posing activities

The ability of mathematical connections possessed by students can be seen from the ability of students to compile math problems. This study aims to determine the type of mathematical connection made by elementary school students in problem-posing activities. The research was conducted using a qualitative descriptive method. The participants were 34 fifth grade students (male =16 female =18) of one of the public elementary schools in Mataram, West Nusa Tenggara. Data were collected from the results of student work and interviews. The analysis was carried out qualitatively according to the indicators of the complexity of the problem through problem posing learning. The results showed that there were four types of mathematical problems and their relatedness that occurred in student problem-posing activities, including (1) unsolvable math problems, (2) incorrectly solved math problems, (3) neglected math problems contextual information, and (4) mathematical problems that have complexity and relevance. Based on these results, it can be recommended for further research to determine strategies to improve students' mathematical connections in problem-posing activities.

Kemampuan Koneksi Matematis Siswa SMA Berdasarkan Kecemasan Matematika

One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence

Learning Scenario to Promote Comprehension of the Meaning of Subtraction

The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.

Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species

In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.

A Routine to Spark Mathematical Connections

Ear to the Ground features voices from several corners of the mathematics education world.

ANALYSIS OF MATHEMATICAL CONNECTIONS ABILITY ON JUNIOR HIGH SCHOOL STUDENTS

Mathematical connection is the ability to make connections to understanding mathematical concepts that are associated with contexts outside of mathematics. Various studies revealed that the students' mathematical connection is still low; therefore, this study aims to describe the difficulties of junior high school students in mathematical connection ability. This research is a descriptive qualitative study. The study sample was 52 students from a junior high school in East Flores Regency. The methods used in this study were tests, observations, and interviews. The study results showed that the mathematical connection ability based on the three indicators of connection ability tends to be below. Students did not understand concepts that had been studying; easy to forget concepts, principles and procedures; not used to use concepts, principles and procedures; assume mathematics has nothing to do with other sciences; not accustomed to applying mathematical concepts in everyday life; lack of understanding about the story

Pengaruh Model Brain Based Learning untuk Meningkatkan Kemampuan Koneksi Matematis dan Pencapaian Self Concept Siswa

The purpose of this study was to analyze the improvement of students' mathematical connection skills and self-concept with a brain based learning (BBL) model with a scientific approach. The background of this research is that the reality on the ground shows that students' mathematical connection abilities are not as expected. One of the factors causing these problems is learning that does not provide flexibility for students to optimally empower the potential of the brain. This resulted in students having difficulty connecting between materials and the level of student confidence that was lacking. This study uses a quantitative approach with a quasi-experimental method. The sample in this study were 37 students in the control class and 36 in the experimental class. The instrument used is a mathematical connection ability test and a self-concept questionnaire. The results of the study are: 1) the increase in mathematical connection ability with the BBL model is higher than with the scientific approach; 2) the achievement of students' self-concept with the BBL model is better than the scientific approach; 3) there is a relationship between the ability of mathematical connections and students' self-concept with the BBL model. Based on the results of the study, it is hoped that the next researcher can choose a method that can encourage the growth and development of students' positive self-concepts, in order to influence students' beliefs about their abilities, and ultimately affect student achievement.

Analysis of Junior High School Students' Mathematical Connection on The Ratio and Proportion Concepts

The purpose of this study was to obtain an overview of the mathematical connections of junior high school students on the concepts of ratio and proportion. This research uses a descriptive qualitative method with data triangulation. The research participants were four junior high school students in Sukabumi. The instrument used in this study consisted of a description test of three questions that had been consulted with experts and based on considerations regarding indicators of mathematical connection ability. Based on the results of the study, it is known that the ability of students to recognize and use connections between mathematical ideas is 50%, the ability of students to connect and apply mathematical concepts with other disciplines is 50%, and the ability of students to connect and apply mathematical concepts to problems in everyday life with a percentage of 50%. The results showed that the mathematical connection ability of some junior high school students in Sukabumi on the concept of comparison was included in the poor category.