Mathematical Abstraction of Junior High School Students on Function Based on Gender Perspectives
Abstract
The purpose of this study is to describe the mathematical abstraction of junior high school students in learning the concept of function between male and female students. This is a qualitative descriptive study with total participants were 28 students in grade 8th. There were 14 female students and 14 male students in two different classes. The data were collected through written tests and interviews. In this study, the researcher gave abstraction test questions. Furthermore, from the test results, the interview was conducted. The researcher chose 4 communicative students from the high ability. Based on the data analysis result, mathematical abstraction of the students can be classified into 4 levels: 1) Recognition, 2) Representation, 3) Structural Abstraction and 4) Structural Awareness. The result of research showed that female students achieved mathematical abstraction levels, namely: recognition, representation, structural abstraction and structural awareness. Meanwhile, male students only achieved the level of recognition, it means that commonly the male students do not yet have the mathematical abstraction ability in function concepts. Therefore, it is necessary to conduct further research on the differences in the abstraction process of male and female students in learning context using the SCL approach.
Keywords
Full Text:
PDFReferences
Cifarelli, V. V. (1988). The Role of Abstraction as a Learning Process in Mathematical Problem Solving (Doctoral Dissertation). USA: Purdue University.
Firdiani, N. H., Herman, T., & Hasanah, A. (2020). Gender and Mathematical Communication Ability. Journal of Physics: Conference Series, 1512(1), 1–5. https://doi.org/https://doi.org/10.1088/1742-6596/1521/3/032095
Fitriani, N., Suryadi, D., & Darhim, D. (2018). Analysis of Mathematical Abstraction on Concept of a Three Dimensional Figure with Curved Surfaces of Junior High School Students. Journal of Physics: Conference Series, 1132(1), 1–7. https://doi.org/https://doi.org/10.1088/1742-6596/1132/1/012037
Fitriani, N., Suryadi, D., & Darhim, D. (2018). The Students’ Mathematical Abstraction Ability Through Realistic Mathematics Education with VBA-Microsoft Excel. Infinity–Journal of Mathematics Education, 7(2), 123–132. https://doi.org/https://doi.org/10.22460/infinity.v7i2.p123-132
Harding, S. (1986). The Science Question in Feminism Ithaca. New York, NY: Cornell University Press.
Hershkowitz, R., Schwarz, B., & Dreyfus, T. (2001). Abstraction in Context: Epistemic Actions. Journal for Research in Mathematics Education, 32(2), 195–222. https://doi.org/https://doi.org/10.2307/749673
Jupri, A., Drijvers, P., & Heuvel-Panhuizen, M. V. D. (2014). Difficulties in Initial Algebra Learning in Indonesia. Mathematics Education Research Journal, 26(4), 683–710. https://doi.org/https://doi.org/10.1007/s13394-013-0097-0
Kant, I. (1855). The Critique of Pure Reason (Meiklejohn Translation). London: Henry G. Bohn.
Komala, E. (2018). Analysis of Students’ Mathematical Abstraction Ability by Using Discursive Approach Integrated Peer Instruction of Structure Algebra II. Infinity–Journal of Mathematics Education, 7(1), 25–34. https://doi.org/https://doi.org/10.22460/infinity.v7i1.p25-34
Lubienski, S. T., Robinson, J. P., Crane, C. C., & Ganley, C. M. (2013). Girls’ and Boys’ Mathematics Achievement, Affect, and Experiences: findings from ECLS-K. Journal for Research in Mathematics Education, 44(4), 634–645. https://doi.org/https://doi.org/10.5951/jresematheduc.44.4.0634
Mawaddah, Ahmad, A., & Duskri, M. (2018). Gender Differences of Mathematical Critical Thinking Skills of Secondary School Students. Journal of Physics: Conference Series, 1088(1), 1–6. https://doi.org/https://doi.org/10.1088/1742-6596/1088/1/012054
Misu, I., Hasnawati, & Rahim, U. (2018). Analysis of Mathematical Ability based on Gender. Journal of Physics: Conference Series, 1188(1), 1–5. https://doi.org/https://doi.org/10.1088/1742-6596/1188/1/012054
Mitchelmore, M. C., & White, P. (2007). Abstraction in Mathematics Learning. Mathematics Education Research Journal, 19(2), 1–9. https://doi.org/https://doi.org/10.1007/BF03217452
Muniroh, A., Usodo, B., & Subanti, S. (2017). Algebraic form Problem Solving based on Student Abstraction Ability. Journal of Physics: Conference Series, 895(1), 1–7. https://doi.org/https://doi.org/10.1088/1742-6596/895/1/012038
Nurhasanah, F., Kusumah, Y. S., & Sabandar, J. (2017). Concept of triangle : Examples of Mathematical Abstraction in Two Different Contexts. IJEME–International Jourmal on Emerging Mathematics Education, 1(1), 53–70. https://doi.org/http://dx.doi.org/10.12928/ijeme.v1i1.5782
Nurhasanah, F., Sabandar, J., & Kusumah, Y. S. (2013). Abstraction Processes in Learning Geometry using GSP. Proceeding of 6th East Asia Regional Conference on Mathematics Education (EARCOME6), 1–9. https://doi.org/https://doi.org/10.13140/2.1.1452.0005
Piaget, J. (1972). The Principles of Genetic Epistemology. London: Routledge & Kegan Paul.
Piaget, J. (2001). Studies in Reflecting Abstraction. Philadelphia, PA: Psychology Press.
Putra, J. D., Suryadi, D., & Juandi, D. (2018). Mathematical Abstraction Ability of Prospective Math Teacher Students. Journal of Physics: Conference Series, 1132(1), 1–6. https://doi.org/https://doi.org/10.1088/1742-6596/1132/1/012049
Robbins, S. P. (1998). Perilaku Organisasi. Jakarta: PT. Prenhallindo.
Subroto, T., & Suryadi, D. (2018). Epistemologi Obstacles in Mathematical Abstraction on Abstract Algebra. Journal of Physics: Conference Series, 1132(1), 1–6. https://doi.org/http://doi.org/10.1088/1742-6596/1132/1/012032
Tall, D. (1991). Advanced Mathematical Thinking. London: Kluwer Academic Publishers.
DOI: http://dx.doi.org/10.18415/ijmmu.v8i5.2602
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.