Eighth-grades students’ mental models in solving a number pattern problem

Novi Prayekti, Novi (2020) Eighth-grades students’ mental models in solving a number pattern problem. Journal for the Education of Gifted Young Scientists, 8 (3). pp. 973-989. ISSN 2149-360X

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Abstract

This study aims to explore all the types of students' mental models of number patterns. The study used a qualitative approach with an explorative type. The subjects used to characterize the student's mental models in this study were 46 eighth grade students in Indonesia. To reveal the subjects’ mental model, they were asked to solve the number pattern problem and were interviewed. For ensuring the validity and reliability of the research results, triangulation technique was used by comparing the results of video recording interviews and written test results. The study showed that in solving the problem of number patterns given, there were 4 types of mental models. They were formal direct mental model, formal indirect mental model, synthetic direct mental model, and synthetic indirect mental model. What we found in this study shows that some students have different mental models to solve the problem. Hence, in future teachers must introduce various strategies to solve the problem and conduct learning that can enrich students' mental models.
To cite this article:
Prayekti, N., Nusantara, T., Sudirman, & Susanto, H. (2020). Eight-grades students’ mental models in solving a number pattern generalization problem. Journal for the Education of Gifted Young Scientists, 8(2), 973-989. DOI: http://dx.doi.org/10.17478/jegys.708044
Introduction
Problems solving is one of the five standards of the school's mathematical processes and research (National Council of Teachers of Mathematics [NCTM], 2000). NCTM (2000) also stated that problem solving is an application that should be realized through a mathematical curriculum to provide context for the learning and application of mathematical ideas. Indonesia's 2013 curriculum also requires students to be able to independently, creatively, and proficiently develop knowledge in solving mathematics problems (Suryani et al. 2020). Mathematical problem solving skills are not merely skills taught and used in Mathematics, but also are basic skills used in students' daily lives.
One of the goals of school mathematics learning is the ability to solve problems (Goodnough & Hung, 2008; Ministry of Education and Culture, 2016; Putra et al. 2017). Therefore, problem solving has become an important focus in school mathematics curriculum started from primary school level to the high school level (Rogers et al. 2011). The ability to solve mathematical problems is the ability of students to overcome the problems that were not clear the answer. Problems that arise in solving problems are ways that students use in solving mathematical problems has not been systematic or sequential, so the ability of students in solving math problems has not been maximized (Widodo et al. 2018).
Patterns provide basis for Mathematical thinking. According to Vogel (2005), analyse and describing pattern and its nature become one of the goals of Mathematics. Mulligan (2002) said that almost all Mathematics is based on patterns and structures. Therefore, many mathematicians declare Mathematics as "the science of patterns" (Resnik, 1997; Tikekar, 2009).
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Item Type:	Article
Subjects:	Cek Plagiasi Jurnal Peer Review
Divisions:	C. Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika
Depositing User:	perpus uniba admin
Date Deposited:	06 Nov 2020 03:27
Last Modified:	09 Nov 2020 01:52
URI:	http://repository.unibabwi.ac.id/id/eprint/460

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