THE TRANS LEVEL CHARACTERISTICS ABOUT INFINITE SERIES

  • Wahyu Widada Universitas Bengkulu
  • Dewi Herawaty Universitas Bengkulu
  • Abdurrobbil Falaq Anggoro Universitas Bengkulu
  • Khathibul Umam Z Nugroho Universitas Bengkulu
Keywords: apos, trans level, characteristics

Abstract

Infinite series is one of the difficult calculus material for students. It needs to be analyzed the cognitive activities of students to make it easier for lecturers to arrange learning plans. The purpose of this study is to describe the characteristics of the trans level about infinite series. The subject of this research was a student of Mathematics Education, one of the universities in Bengkulu. A total of 5 people were selected from 29 students based on their cognitive abilities. Subjects were interviewed based on the assignment given. Data is analyzed through its genetic decomposition. The results of the study are that subjects can coordinate other objects and processes, so that the scheme is formed about the convergence of infinite series and sequences. Conclusion: the subject is able to do thematization so that forming a mature scheme is a trance level characteristic.

Downloads

Download data is not yet available.

References

Daftar Pustaka

Baker, B., Cooley, L., Trigueros, M., & Trigueros, M. (2000). A Calculus Graphing Schema. Journal for Research in Mathematics Education, 31(5), 557=578. https://doi.org/10.2307/749887

Brijlall, D., & Bansilal, S. (2011). Student Teachers ’ Engagement With Re-Contextualized Materials : A Case of Numerical Approximation. US-China Education Review, 5(June), 691–702.

Cooley, L., Trigueros, M., & Baker, B. (2007). Schema Thematization: A Framework and an Example. Journal for Research in Mathematics Education, 38(4), 370–392. https://doi.org/10.2307/30034879

Dubinsky, E. (2000). Using a Theory of Learning in College Mathematics Courses. MSOR Connections, 1(2), 10–15. https://doi.org/10.11120/msor.2001.01020010

Dubinsky, E. (2010). Using a Theory of Learning in College Mathematics Courses. MSOR Connections, 1(2), 10–15. https://doi.org/10.11120/msor.2001.01020010

Dubinsky, E., & Mcdonald, M. A. (2001). APOS : a Constructivist Theory of Learning in Undergraduate Mathematics Education. Netherlands: Kluwer Academic Publishers.

Glaser, B. G., & Strauss, A. . (1980). The Discovery of Grounded Theory. New York: Aldinie de Gruyster Inc. Bogdan.

Gray, E., & Tall, D. (2007). Abstraction as a Natural Process of Mental C o m p r e s s i o n. Mathematics Education Research Journal, 19(2), 23–40.

Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. N. M. T. (2018). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia. Journal of Physics: Conference Series, 1088. https://doi.org/10.1088/1742-6596/1088/1/012089

Herawaty, D, & Rusdi, R. (2016). Increased Capacity Of The Understanding Of The Concept And The Ability To Solve Problems Through The Implementation Of The Model Of Teaching Mathematics Realistic Based On Cognitive Conflict Students. Journal of Mathematics Education (Infinity), 5(2), 109–120. https://doi.org/10.22460/infinity.v5i2.217

Herawaty, D., & Widada, W. (2018). The Influence of Contextual Learning Models and the Cognitive Conflict to Understand Mathematical Concepts and Problems Solving Abilities. Advances in Social Science, Education and Humanities Research, 218(ICoMSE 2017), 96–102. https://doi.org/10.2991/icomse-17.2018.17

Jr, D. C., & Vidakovic, D. (2015). Developing Student Understanding: The Case of Proof by Contradiction.

Suharto, S., & Widada, W. (2019a). The Cognitive Structure of Students in Understanding Mathematical Concepts. Advances in Social Science, Education and Humanities Research, Volume 295, 295(ICETeP 2018), 65–69.

Suharto, S., & Widada, W. (2019b). The Contribution of Mathematical Connection and Mathematical Communication to Problem Solving Ability. International Journal of Science and Research (IJSR), 8(1), 155–159.

Tsamir, P., & Dreyfus, T. (2002). Comparing Infinite Sets - a process of abstraction. TheCase of Ben. In The Journal of Mathematical Behavior, 21(1).

Tziritas, M. (2011). APOS Theory as a Framework to Study the Conceptual Stages of Related Rates Problems. Analysis, (September), 213.

Widada, W. (2002). Teori APOS sebagai Suatu Alat Analisis Dekomposisi Genetik terhadap Perkembangan Konsep Matematika Seseorang. Journal of Indonesian Mathematicel Society (MIHMI), 8(3).

Widada, W. (2006). Dekomposisi Genetik Mahasiswa dalam Mempelajari Teori Graph. Jurnal Ilmiah Multi Science Inspirasi, Monograph.

Widada, W. (2015). The Existence of Students in Trans Extended Cognitive Development on Learning of Graph Theory. Jurnal Math Educator Nusantara, 1(1), 1–20.

Widada, W. (2016). Profile Of Cognitive Structure Of Students In Understanding The Concept Of Real Analysis. Journal of Mathematics Education (Infinity), 5(2), 83–98. https://doi.org/10.22460/infinity.v5i2.215

Widada, W., & Herawaty, D. (2017). Dekomposisi Genetik tentang Hambatan Mahasiswa dalam Menerapkan Sifat-sifat Turunan. Jurnal Didaktik Matematika, 4(2), 136–151. https://doi.org/10.24815/jdm.v4i2.9216

Widada, W., Herawaty, D., Umam, K., Nugroho, Z., Falaq, A., & Anggoro, D. (2019). The Scheme Characteristics for Students at the Level of Trans in Understanding Mathematics during Etno- Mathematics Learning. Advances in Social Science, Education and Humanities Research, 253(Aes 2018), 417–421.

Widada, W., Sunardi, H., Herawaty, D., Pd, B. E., & Syefriani, D. (2018). Abstract Level Characteristics in SOLO Taxonomy during Ethnomathematics Learning. International Journal of Science and Research (IJSR), 7(8), 352–355. https://doi.org/10.21275/ART2019438

Zazkis, R., & Campbell, S. (1996). Divisibility and Multiplicative Structure of Natural Numbers: Preservice Teachers’ Understanding. Journal for Research in Mathematics Education, 27(5). https://doi.org/10.2307/749847

Published
2019-05-28
How to Cite
Widada, W., Herawaty, D., Anggoro, A., & Nugroho, K. (2019). THE TRANS LEVEL CHARACTERISTICS ABOUT INFINITE SERIES. Jurnal Magister Pendidikan Matematika (JUMADIKA), 1(1), 19-24. https://doi.org/10.30598/jumadikavol1iss1year2019page19-24