International E-Journal of Advances in Education

Yazarlar: Vira PRATİWİ, Tatang HERMAN, Dindin Abdul Muiz LİDİNİLLAH

Konular:-

DOI:10.18768/ijaedu.390554

Anahtar Kelimeler:Algebraic thinking,Descriptive analysis,Learning obstacles,Mathematics

Özet: This research comes from an idea that algebraic thinking is one of the important things in learning mathematics for elementary school students. Algebraic thinking ability is a transitional process from arithmetic learning to algebraic learning. Students in elementary school must have aquired this ability as some prerequisite for advanced mathematics (at the level of junior high school).  Aside from that, the Algebraic Thinking ability requires students to solve mathematical problems. The main purpose of this research is to describe students’ algebraic thinking ability based upon algebraic-thinking characteristics, knowing the learning trajectory of learning barriers to overcome these obstacles. Therefore, the researcher conducted the research by utilizing a descriptive research method. The data were collected by means of test, interview and questionnaire on students in upper grades of elementary school located in urban areas, mid areas, also transitional regions.  Based on the analysis of the results of algebraic thinking ability instrument test from 78 students, and having compared with the indicators of algebraic thinking in upper grades of elementary school in Indonesia, it shows that algebraic thinking skills of upper elementary grades in Indonesia are seemingly less good. In addition, researchers classify the barriers of algebraic thinking into three types, namely ontogenic obstacle, didactic obstacle, and epistemological obstacle, therefore with the data, the researcher generates hypothetical learning trajectory to cope with the obstacles of algebraic thinking. Learning trajectory as a result of this study will be developed as algebraic thinking design learning.

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