Students’ Mathematical Modeling on PISA Quantity Problems of Formulation Category: Explicit Model Vs Implicit Model
- https://doi.org/10.2991/aer.k.211215.070How to use a DOI?
- Mathematical Modelling; Formulate; PISA questions; Quantity
The purpose of this study was to analyze students’ mathematical modeling on PISA quantity problems which concerns formulating contextual situations mathematically. A total of 310 eighth grade students of a state secondary school in Sidoarjo, Indonesia, were involved in a task-based questionnaire whose responses were then analyzed using the stages of understanding the problem, making mathematical models, solving mathematical models, interpreting model solutions in real situations, and validating solutions. The results showed that 21 students made mathematical models explicitly, 29 students made models implicitly and the remaining participants did not create any mathematical model, or the model is incomplete. The explicit model made by the students is one model that represents the whole problem, while the implicit model is in the form of two models, each of which describes one part of the problem, and then they are combined. Of the five stages of mathematical modeling, constructing mathematical models, interpreting model solutions, and validating solutions are found problematics for the student participants.
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Cite this article
TY - CONF AU - Abdul H. Rosyidi AU - Laili F. Fadhilah AU - Sugi Hartono PY - 2021 DA - 2021/12/16 TI - Students’ Mathematical Modeling on PISA Quantity Problems of Formulation Category: Explicit Model Vs Implicit Model BT - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021) PB - Atlantis Press SP - 409 EP - 416 SN - 2352-5401 UR - https://doi.org/10.2991/aer.k.211215.070 DO - https://doi.org/10.2991/aer.k.211215.070 ID - Rosyidi2021 ER -