Research Article
Mathematical Abstraction Abilities of Hight School Students in Term of Cognitive Style
@INPROCEEDINGS{10.4108/eai.12-10-2019.2296504, author={Anna Rachmadyana Harry and Endang Cahya M. A. and Al Jupri}, title={Mathematical Abstraction Abilities of Hight School Students in Term of Cognitive Style}, 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={mathematical abstraction sequences and series cognitive style student mistakes newman's theory}, doi={10.4108/eai.12-10-2019.2296504} }- Anna Rachmadyana Harry
Endang Cahya M. A.
Al Jupri
Year: 2020
Mathematical Abstraction Abilities of Hight School Students in Term of Cognitive Style
MSCEIS
EAI
DOI: 10.4108/eai.12-10-2019.2296504
Abstract
The purpose of the research carried out is to describe the classification of the level of mathematical abstraction ability in the material sequence and series in terms of the cognitive style of the students. The MFFT cognitive style test results group students into 4 cognitive style groups, namely impulsive (I), reflective (R), impulsive and reflective (IR), and not impulsive and not reflective (TITR). Mathematical abstraction abilities are divided into 4 levels, level 1 perceptual abstraction, level 2 internalization, level 3 interiorization, and level 4 second level of interiorization. Linkages were found between the level of mathematical abstraction and the cognitive style of IR. Several types of errors are found when students solve mathematical abstraction questions including the category of error CE (Comprehension Error), TE (Transformation Error), PSE (Process Skill Error), and EE (Encoding Error).