Open AccessDesign of problem-solving questions for measuring mathematical thinking type mathematization
Author(s) -
A. Nurzalena,
Eka Susanti,
H. Hapizah,
Meryansumayeka Meryansumayeka,
Agus Miswanto
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1318/1/012106
Subject(s) - abstraction , construct (python library) , computer science , focus (optics) , representation (politics) , subject (documents) , measure (data warehouse) , perspective (graphical) , mathematical structure , process (computing) , management science , mathematics education , artificial intelligence , epistemology , mathematics , data mining , programming language , philosophy , physics , politics , library science , law , political science , optics , economics
Mathematical thinking is a thought process in developing a mathematical perspective that involves other mathematical abilities such as modeling, reasoning, proving, symbolization, representation, abstraction, and mathematization. This study aims to describe the design results of problem-solving question that can be used to measure mathematical thinking type mathematization. This research is design research consisting of five stages, namely: preliminary design, focus group discussions, trials, observations and interviews, and retrospective analysis. The instrument consisted of test, observation, and interview. Data analysis uses qualitative methods. Based on data analysis, the problem-solving questions that are designed can already measure mathematical thinking type mathematization. This can be theoretically seen from the results of focus group discussions, which states the questions have been based on content, construct and language. Illustrated from the results of the trial, the strategies that have been used by the subject specifically on question number 1 is by making pictures and using certain mathematical formulas. Which solution illustrates that the subject has geometrization and formalization capabilities. Whereas in problem number 2, the mathematical ability that arises is connecting and formalization because in solving problems most subjects associate certain mathematical concepts and ideas with use facts, concepts and rules of mathematics.