Abstract

The term “fragmentation” is adopted from the term of data storage which is used inefficiently in a computer. The analogy of fragmentation in thinking process is inefficient phenomenon of information storage within the brain which obstructs the process of reconstructing and solving mathematical problems. This descriptive qualitative research aims to describe the fragmentation of thinking structure and its impact on concept construction and algebraic problem solving in Junior Highs School Students. The subjects consisted of 8th grade students of junior high school in Surakarta, Indonesia. Data of this research were collected using a task-based in-depth interview method. This research shows that the students have the following fragmentation of thinking structure: (1) pseudo construction, which occurs when the students’ answers seem right even though the reasoning are wrong, (2) hole construction, which occurs when students do not thoroughly understand the concepts of addition, multiplication, algebraic power forms, and mathematical problems-modelling, (3) mis-analogical thinking, which occurs when students consider an algebraic form to be the same as another algebraic form.

Details

Title
Fragmentation of thinking structure and its impact to students’ algebraic concept construction and problem solving
Author
Usodo, B 1 ; Aulia, I I 1 ; Wulandari, A N 1 ; Sutopo 1 ; Setiawan, R 1 ; Kurniawati, I 1 ; Kuswardi, Y 1 

 Departement of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia 
Publication year
2020
Publication date
Jun 2020
Publisher
IOP Publishing
ISSN
17426588
e-ISSN
17426596
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2570349010
Copyright
© 2020. This work is published under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.