Commognitive Analysis of Students Difficulty In Solving Fractional Problems
- https://doi.org/10.2991/assehr.k.200827.127How to use a DOI?
- word use, visual mediator, endorsed narrative, routine
This study discusses the difficulties of elementary school students in completing fractional tasks. Fractions is one of the basic materials in mathematics for elementary school level. The theoretical framework used to analyze students’ difficulties in solving fractional tasks is the comognitive framework. The statements in the Comognitive Framework will be broken down into four categories: visual mediators, endorsed narratives, routine and word use. The data was collected through a written test and an interview on the fifth-grade students of a primary school in one of the public schools in Rembang Subdistrict, Pasuruan District. A total of thirty-six students were given tasks related to fractions. The next step is to select one student from each of the high, medium, and low category who answered incorrectly to the question given in the interview. The results of the analysis using comognitive framework shows that the students’ difficulties were mostly in the case of errors in visual mediators, endorsed narratives, and routine. These types of errors will affect the completion of the next task. The students are very rarely using visual mediators in completing fractional tasks. Thus, it makes them difficult to complete the tasks on fraction.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Andika Setyo Budi Lestari AU - Toto Nusantara AU - Susiswo AU - Tjang Daniel Chandra AU - Muhammad Irfan PY - 2020 DA - 2020/08/28 TI - Commognitive Analysis of Students Difficulty In Solving Fractional Problems BT - Proceedings of the SEMANTIK Conference of Mathematics Education (SEMANTIK 2019) PB - Atlantis Press SP - 110 EP - 115 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200827.127 DO - https://doi.org/10.2991/assehr.k.200827.127 ID - Lestari2020 ER -