Research Article
Students’ Understanding in Learning Fraction with Multiple Representations
@INPROCEEDINGS{10.4108/eai.12-10-2019.2296359, author={S. Widodo and T. Ikhwanudin}, title={Students’ Understanding in Learning Fraction with Multiple Representations}, proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia}, publisher={EAI}, proceedings_a={MSCEIS}, year={2020}, month={7}, keywords={fraction understanding junior high school student multiple representations}, doi={10.4108/eai.12-10-2019.2296359} }- S. Widodo
T. Ikhwanudin
Year: 2020
Students’ Understanding in Learning Fraction with Multiple Representations
MSCEIS
EAI
DOI: 10.4108/eai.12-10-2019.2296359
Abstract
This research aims to analyse students’ understanding when a fraction is taught with multiple representations. The respondent 27 students of the 7th graders in junior high school. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and interview. The data were analyzed by grounded theory with coding and constant comparison. The results showed two types of students’ understanding, there are procedural understanding (syntax thinking) and conceptual understanding (semantic thinking). The findings are then elaborated using some related theories to justify the results.
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