Mathematics Connection Process of Students With Low Mathematical Ability in Solving Contextual Problems Based on Gender
- 10.2991/assehr.k.201230.161How to use a DOI?
- Contextual problem, Math ability, Mathematical connections, Problem solving
The purpose of this study was to explore and describe the mathematical connection process of students with low math abilities in solving problems based on gender. Descriptive exploratory research with a qualitative approach was used in this study. A male student and a female student of class X MIPA with low math abilities were the research subjects. Data were collected through written tests and interviews with research subjects. Data credibility is obtained through method and time triangulation. Furthermore, the data were analyzed using an interactive model which included data reduction, data presentation, and conclusion drawing. The results showed that male students made a connection process in mathematics, with other sciences and in everyday life at the stage of understanding problems and carrying out problem solving. This is different from female students who make mathematical connections internally and externally with everyday life. At the stage of making a settlement plan, male and female students made connections internally by choosing the strategy to be used. Meanwhile, at the stage of re-checking the answers of female students and male students, there was no connection.
- © 2021, 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 - Baiduri AU - Octavina Rizky Utami Putri AU - Ikrimatul Alfani PY - 2021 DA - 2021/01/02 TI - Mathematics Connection Process of Students With Low Mathematical Ability in Solving Contextual Problems Based on Gender BT - Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) PB - Atlantis Press SP - 549 EP - 555 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201230.161 DO - 10.2991/assehr.k.201230.161 ID - 2021 ER -