REPRESENTASI MATEMATIS

Ahmad Nizar Rangkuti (Ketua Jurusan Tadris Matematika FTIK IAIN Padangsidimpuan, Indonesia)

Abstract


Mathematical representative is part of mathematicalcommunication. Mathematical communication ability is one of standard of process that still need for growing and students have it. This standard of process must say while process of mathematic learning. Mathematical representative is a picture, translator, act of expressing, reappointment, institutionalization, or modeling of idea, concept, concept mathematic, and relationship between one configuration, construction, or situation of problem which from the students in medley type as effort to get clarify meaning, showing of comprehending, or to look for solution of the problem which there in front of us. Representative is not also to show the result, or product of new configuration or construction, but also process of thinking that is done for getting and comprehending the concept, campaign, and relationship of mathematic from one configuration

Full Text:

PDF

References


Downs, J.M. dan Downs, M. (2002). Advanced Mathematical Thinking with a Special Reference to Reflection on Mathematical Structure. Dalam L.D English (Ed). Handbook International Research in Mathematics Education (IRME). New Jersey: Lawrence Erlbaum Associates.

Even, R. dan Tirosh, D. (2002). Teacher Knowledge and Understanding of Student’s Mathematical Learning. Dalam L.D English (Ed). Handbook of International Research in Mathematics Education (IRME). New Jersey: Lawrence Erlbaum Associates.

Goldin, G.A. (2002). Representation in Mathematical Learning and Problem Solving. Dalam L.D English (Ed). Handbook of International Research in Mathematics Education (IRME). New Jersey: Lawrence Erlbaum Associates.

Hong, Y. Y., & Thomas, M. O. J. (2002). Representational versatility and linear algebraic equations. In Kinshuk, R. Lewis, K. Akahori, R. Kemp, T. Okamoto, L. Henderson, & C-H. Lee (Eds.) Proceedings of the International Conference on Computers in Education, ICCE 2002, Auckland, 2, 1002–1006

Hodgson, T.R. (1995). Connections as Problem-Solving Tools. Dalam P.A. House dan A.F Coxford (Eds). Yearbook Connecting Mathematics Across The Curriculum. Reston, VA: The National Council of Teachers of Mathematics.

Izsak, A. dan Sherin, M.G. (2003). Exploring the Use of New Representations as Resources for Teacher Learning. School Science and Mathematics, 1, 103.

Mulligan, J., et.al. (2002). Representation and Comprehension of Numeral by Children. International Conference on Mathematical Education. Belanda.

National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation Standards for School Mathematics. Reston VA: The National Council of Teachers of Mathematics Inc.

Sabandar, J (2004b). Mathematical Representation. Makalah. Disajikan dalam Conference on Recent Progress in Mathematics Education (CRPME 2004). Bandung: ITB.

Swafford, J.O. dan Langrall, C.W. (2000). Grade 6 Student’s Preinstructional Use of Equation to Describe and Represent Problem Situations. Dalam Journal for Research in Mathematics Education. Volume 31. 89-112.




DOI: https://doi.org/10.24952/logaritma.v1i02.222

Refbacks

  • There are currently no refbacks.


Copyright (c) 2015 Ahmad Nizar Rangkuti

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains

Tadris Matematika FTIK UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

ISSN: 2338-8706  (print), 2580-7145 (online)

Jl. T. Rizal Nurdin Km. 4,5 Sihitang Padangsidimpuan

Sumatera Utara 22733 Indonesia

Phone: 0634-22080 Fax: 0634-24022

Email: logaritma.tmm@gmail.com