Role of visual abilities in mathematics learning: An analysis of conceptual representation
Abstract
Background: In mathematics education, the understanding of concepts is often influenced by students' visual abilities, making conceptual representation crucial in facilitating comprehension of the material.
Aim: This study aims to analyze the role of visual abilities in facilitating the understanding of mathematical concepts through conceptual representation.
Method: This research combines quantitative analysis with the use of attribute control diagrams to evaluate data obtained from tasks designed to test students' visual abilities in a mathematical context. These tasks include the manipulation of visual representations and problem-solving using geometric concepts.
Results: The findings indicate that 80% of the sample possessed visual abilities that did not meet the expected index, showing a wide variation in students' visual representation abilities. Additionally, most students (70%) were more likely to choose familiar geometric representations in problem-solving, despite difficulties in manipulating more complex concepts.
Conclusion: This study demonstrates that students often struggle to effectively utilize visual representations, preferring algebraic approaches that do not fully exploit the potential of conceptual representation. The findings suggest that an increased focus on developing visual abilities, especially in conceptual representation, could strengthen mathematical understanding. Further research is needed to develop intervention strategies that can help students overcome gaps in their visual abilities.
Keywords
Full Text:
PDFReferences
Amir, M. F., Wardana, M. D. K., & Usfuriah, D. (2021). Visual and symbolic representation forming: A case of relational understanding on elementary student. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2014–2028. https://doi.org/10.24127/ajpm.v10i4.4361
Andersen, L. (2014). Visual–spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114–121. https://doi.org/10.1080/02783193.2014.884198
Azmidar, A., Darhim, D., & Dahlan, J. A. (2021). Enhancing Students’ Mathematical Representation Ability Using the Concrete-Pictorial-Abstract Approach. Jurnal Pendidikan MIPA, 22(1), 67–76. https://doi.org/10.23960/jpmipa/v22i1.pp67-76
Bani, A., & Abdullah, I. H. (2021). Peningkatan Kemampuan Representasi Matematis Siswa SMP 7 Kota Ternate Melalui Model Pembelajaran Problem Based Learning Pada Materi Teorema Pythagoras. Edukasi, 19(2), 161–170. https://doi.org/10.33387/j.edu.v19i2.3827
Bicer, A. (2021). Multiple representations and mathematical creativity. Thinking Skills and Creativity, 42, 100960. https://doi.org/10.1016/j.tsc.2021.100960
Cowan, N. (2011). The focus of attention as observed in visual working memory tasks: Making sense of competing claims. Neuropsychologia, 49(6), 1401–1406. https://doi.org/10.1016/j.neuropsychologia.2011.01.035
Fathani, A. H. (2016). Pengembangan literasi matematika sekolah dalam perspektif multiple intelligences. Edu Sains: Jurnal Pendidikan Sains Dan Matematika, 4(2).
Fauziyah, L. S., Sugiman, S., & Munahefi, D. N. (2024). Transformasi Pembelajaran Matematika melalui Media Augmented Reality: Keterlibatan Siswa dan Pemahaman Konseptual. PRISMA, Prosiding Seminar Nasional Matematika, 936–943.
Goldin, G. A. (2020). Mathematical representations. Encyclopedia of Mathematics Education, 566–572. https://doi.org/10.1007/978-3-030-15789-0_103
Hawes, Z., & Ansari, D. (2020). What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior. Psychonomic bulletin & review, 27, 465-482. https://doi.org/10.3758/s13423-019-01694-7
Hegarty, M., & Kozhevnikov, M. (1999). Types of visual–spatial representations and mathematical problem solving. Journal of educational psychology, 91(4), 684. https://doi.org/10.1037/0022-0663.91.4.684
Hutagaol, K. (2013). Pembelajaran kontekstual untuk meningkatkan kemampuan representasi matematis siswa sekolah menengah pertama. Infinity Journal, 2(1), 85–99. https://doi.org/10.22460/infinity.v2i1.27
Lesh, R., & Yoon, C. (2017). What is distinctive in (our views about) models & modelling perspectives on mathematics problem solving, learning, and teaching? In Modelling and applications in mathematics education: The 14th ICMI study (pp. 161–170). Springer. https://doi.org/10.1007/978-0-387-29822-1_15
Mainali, B. (2021). Representation in Teaching and Learning Mathematics. International Journal of Education in Mathematics, Science and Technology, 9(1), 1–21. https://doi.org/10.46328/ijemst.1111
Nardi, E. (2014). Reflections on visualization in mathematics and in mathematics education. Mathematics & Mathematics Education: Searching for Common Ground, 193–220. https://doi.org/10.1007/978-94-007-7473-5_12
Oberauer, K., & Hein, L. (2012). Attention to information in working memory. Current Directions in Psychological Science, 21(3), 164–169. https://doi.org/10.1177/0963721412444727
Permatasari, P. I., Sadijah, C., & Chandra, T. D. (2021). Analisis Kesalahan Representasi Matematis Siswa dalam Menyelesaikan Masalah Open-Ended Materi SMP Aritmetika Sosial. Briliant: Jurnal Riset Dan Konseptual, 6(3), 527–538. https://doi.org/10.28926/briliant.v6i3.670
Prayitno, S., Lu’luilmaknunn, U., Sridana, N., & Subarinah, S. (2021). Analyzing the ability of mathematics students as prospective mathematics teachers on multiple mathematical representation. In 2nd Annual Conference on Education and Social Science (ACCESS 2020) (pp. 309-313). Atlantis Press. https://doi.org/10.2991/assehr.k.210525.096
Presmeg, N. (2020). Visualization and learning in mathematics education. Encyclopedia of Mathematics Education, 900–904. https://doi.org/10.1007/978-3-030-15789-0_161
Priyadi, H. G. (2023). Pengaruh model contextual teaching and learning (CTL) dengan pendekatan outdoor terhadap motivasi matematika siswa. Jurnal Math-UMB. EDU, 10(3), 166–173. https://doi.org/10.36085/mathumbedu.v10i3.5260
Rahmawati, S. D., Mulyatna, F., & Gusniwati, M. (2022). Pengaruh Kecerdasan Visual Spasial Dan Self Concept Terhadap Kemampuan Berpikir Kreatif. Cartesian: Jurnal Pendidikan Matematika, 2(1), 144–155. https://doi.org/10.33752/cartesian.v2i1.3456
Rif’at, M. (2014). Kajian Mengenai Representasi Visualistik dan Kemampuan Menyelesaikan Masalah Matematika. Jurnal Pendidikan Dasar, 2(2), 94–112.
Rif’at, M. (2018). The exploring of visual imagery: in their relation to the students’ mathematical identity. Higher Education Research, 5(75), 75–91. https://doi.org/10.11648/j.her.20180305.11
Saputri, R. R., Sa’dijah, C., & Chandra, T. D. (2021). Analisis Kemampuan Representasi Matematis Siswa Tipe Camper Dalam Pemecahan Masalah Matematika Di Era Pandemi Covid-19. JIPM (Jurnal Ilmiah Pendidikan Matematika), 10(2), 178–192. https://doi.org/10.25273/jipm.v10i2.8694
Sinambela, P. (2021). Analisis Kemampuan Multiple Representations Matematis Dan Self-Efficay Siswa dengan Menerapkan Model Pembelajaran Berbasis Masalah (PBM) pada Siswa Kelas X SMA N 1 Pegagan Hilir. UNIMED.
Sriadhi, S., Gultom, S., Restu, R., & Simarmata, J. (2018). The effect of tutorial multimedia on the transformator learning outcomes based on the students’ visual ability. IOP Conference Series: Materials Science and Engineering, 384(1), 12059. https://doi.org/10.1088/1757-899X/384/1/012059
Thomas, M. O. J. (2008). Conceptual representations and versatile mathematical thinking. Proceedings of ICMI, 10, 1–18.
Vale, I., Pimentel, T., & Barbosa, A. (2018). The power of seeing in problem solving and creativity: An issue under discussion. Broadening the Scope of Research on Mathematical Problem Solving: A Focus on Technology, Creativity and Affect, 243–272. https://doi.org/10.1007/978-3-319-99861-9_11
Wang, H., Zhang, Y., Ji, Z., Pang, Y., & Ma, L. (2020). Consensus-aware visual-semantic embedding for image-text matching. Computer Vision–ECCV 2020: 16th European Conference, Glasgow, UK, August 23–28, 2020, Proceedings, Part XXIV 16, 18–34. https://doi.org/10.1007/978-3-030-58586-0_2
Ziatdinov, R., & Valles Jr, J. R. (2022). Synthesis of modeling, Visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), 398. https://doi.org/10.3390/math10030398
DOI: http://dx.doi.org/10.24042/ajpm.v15i1.22406
Refbacks
- There are currently no refbacks.
Indexed by:
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.