Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

Research Article

Students’ Mathematics Representation of the Statistics: A Case Study

Download132 downloads
  • @INPROCEEDINGS{10.4108/eai.19-12-2020.2309159,
        author={Alfian Eka Utama and Sufyani  Prabawanto},
        title={Students’ Mathematics Representation of the Statistics: A Case Study },
        proceedings={Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia},
        publisher={EAI},
        proceedings_a={AECON},
        year={2021},
        month={8},
        keywords={mathematics representation statistic},
        doi={10.4108/eai.19-12-2020.2309159}
    }
    
  • Alfian Eka Utama
    Sufyani Prabawanto
    Year: 2021
    Students’ Mathematics Representation of the Statistics: A Case Study
    AECON
    EAI
    DOI: 10.4108/eai.19-12-2020.2309159
Alfian Eka Utama1,*, Sufyani Prabawanto2
  • 1: Mathematics Education Study Program, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia
  • 2: Mathematics Education Department, School of Postgraduate, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia
*Contact email: alfianeka25@upi.edu

Abstract

The purpose of this study is to investigate students' mathematics representations of the statistics. This research is qualitative research with a case study design. The subjects of this study were five 9th graders. The data were collected using the student's worksheets and interviews. The students' mathematics representation was seen through the statistics problems' results; then, we continued with the interview. The findings of this research indicate that the student’s high-ability can represent their answers visually in the form of bar, line, and circle diagrams well. Meanwhile, students with low-ability present their work differently on line diagrams drawn upside down, and unanswered circle charts because they have difficulty calculating and measuring percentages in circles, so they are not able to express their ideas visually optimally. For verbal representations, each student presented his answer briefly, which only wrote down the final result of the answer being asked without providing any information. Then for the ability of symbolic representation, students can represent their answers symbolically in algebraic form and solve the problems given systematically.