Jurnal Pendidikan, Matematika dan Matematika, Lis Diana, Sri Wahyuning, Nida Sri Utami
This research objective is to analyze and explain the student’s capacity for mathematical representation based on mathematical contextual problems of arithmetic and geometric sequences and progression material. Students enrolled in SMA 1 Sukoharjo X.E10 were the subject of this research. The data collection process used interviews, tests, and documentation. This research used a descriptive research approach with a qualitative research type. Based on the findings of this research, students who have visual representation skills in mathematics are more likely to complete challenges that involve visuals, such as diagrams. Typically, mathematically symbolic representation-capable pupils utilize mathematical formulas and symbols to solve problems. Furthermore, students who have the ability to verbally represent mathematics have a tendency to encrypt problem-solving steps into words.
本研究的目的是根据算术和几何数列和级数材料的数学情境问题，分析和解释学生的数学表征能力。就读于 SMA 1 Sukoharjo X.E10 的学生是本研究的对象。数据收集过程中使用了访谈、测试和文档。本研究采用了定性研究类型的描述性研究方法。根据本研究的结果，具有数学视觉表征能力的学生更有可能完成涉及视觉的挑战，如图表。通常情况下，具备数学符号表征能力的学生会利用数学公式和符号来解决问题。此外，具备数学语言表述能力的学生倾向于将解决问题的步骤加密成文字。
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