STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS
Representation is an important element in mathematics learning that helps make abstract mathematical ideas more concrete. Changes between forms of representation, called translations of mathematical representations, are necessary in mathematics learning. However, students often struggle with this pr...
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| Format: | Article |
| Language: | Indonesian |
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Universitas Muhammadiyah Metro
2025-06-01
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| Series: | Aksioma: Jurnal Program Studi Pendidikan Matematika |
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| Online Access: | https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/10822 |
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| author | Rizqi Febriana Safitri Abd. Qohar Sisworo Sisworo |
| author_facet | Rizqi Febriana Safitri Abd. Qohar Sisworo Sisworo |
| author_sort | Rizqi Febriana Safitri |
| collection | DOAJ |
| description | Representation is an important element in mathematics learning that helps make abstract mathematical ideas more concrete. Changes between forms of representation, called translations of mathematical representations, are necessary in mathematics learning. However, students often struggle with this process, as evidenced by errors in problem-solving. These errors can be categorized into three types: interpretation errors, implementation errors, and preservation errors. Based on these facts, a solution is needed to overcome student errors. However, to formulate the right solution, an in-depth study is needed regarding student errors in translation. Therefore, this study aims to analyze and describe junior high school students' errors, especially in translating representations from symbolic to graphical form in quadratic function material. The method used is descriptive qualitative, involving three class IX students with different mathematical abilities as research subjects. The results of this study showed that high-ability students made few interpretation, implementation, and preservation errors from the stage of unpacking the source to constructing the target. Moderate-ability students made some interpretation and implementation errors from the stage of unpacking the source to constructing the target. Meanwhile, low-ability students made many interpretation, implementation, and preservation errors from the stage of unpacking the source to determining equivalence. To overcome these errors, teachers can apply level 1 scaffolding (environmental provisions) and level 2 scaffolding (explaining, reviewing, and restructuring). In conclusion, students with different mathematical abilities each have difficulties in making translations. The factors causing these errors include inaccuracy, neglect of important aspects, inappropriate habits, and conceptual errors. |
| format | Article |
| id | doaj-art-e8d4e6c0789949e9a77d1699403e9387 |
| institution | Kabale University |
| issn | 2089-8703 2442-5419 |
| language | Indonesian |
| publishDate | 2025-06-01 |
| publisher | Universitas Muhammadiyah Metro |
| record_format | Article |
| series | Aksioma: Jurnal Program Studi Pendidikan Matematika |
| spelling | doaj-art-e8d4e6c0789949e9a77d1699403e93872025-08-20T03:28:14ZindUniversitas Muhammadiyah MetroAksioma: Jurnal Program Studi Pendidikan Matematika2089-87032442-54192025-06-0114249650810.24127/ajpm.v14i2.108223989STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONSRizqi Febriana Safitri0Abd. Qohar1Sisworo Sisworo2Universitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangRepresentation is an important element in mathematics learning that helps make abstract mathematical ideas more concrete. Changes between forms of representation, called translations of mathematical representations, are necessary in mathematics learning. However, students often struggle with this process, as evidenced by errors in problem-solving. These errors can be categorized into three types: interpretation errors, implementation errors, and preservation errors. Based on these facts, a solution is needed to overcome student errors. However, to formulate the right solution, an in-depth study is needed regarding student errors in translation. Therefore, this study aims to analyze and describe junior high school students' errors, especially in translating representations from symbolic to graphical form in quadratic function material. The method used is descriptive qualitative, involving three class IX students with different mathematical abilities as research subjects. The results of this study showed that high-ability students made few interpretation, implementation, and preservation errors from the stage of unpacking the source to constructing the target. Moderate-ability students made some interpretation and implementation errors from the stage of unpacking the source to constructing the target. Meanwhile, low-ability students made many interpretation, implementation, and preservation errors from the stage of unpacking the source to determining equivalence. To overcome these errors, teachers can apply level 1 scaffolding (environmental provisions) and level 2 scaffolding (explaining, reviewing, and restructuring). In conclusion, students with different mathematical abilities each have difficulties in making translations. The factors causing these errors include inaccuracy, neglect of important aspects, inappropriate habits, and conceptual errors.https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/10822quadratic functiontranslation errorstranslation from symbolic to graphical formtranslation of mathematical representations |
| spellingShingle | Rizqi Febriana Safitri Abd. Qohar Sisworo Sisworo STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS Aksioma: Jurnal Program Studi Pendidikan Matematika quadratic function translation errors translation from symbolic to graphical form translation of mathematical representations |
| title | STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS |
| title_full | STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS |
| title_fullStr | STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS |
| title_full_unstemmed | STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS |
| title_short | STUDENTS’ ERRORS IN TRANSLATING MATHEMATICAL REPRESENTATIONS FROM SYMBOLIC TO GRAPHICAL FORM IN QUADRATIC FUNCTIONS |
| title_sort | students errors in translating mathematical representations from symbolic to graphical form in quadratic functions |
| topic | quadratic function translation errors translation from symbolic to graphical form translation of mathematical representations |
| url | https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/10822 |
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