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An Analysis of Student's Mathematical Literacy Ability of Junior High School Students

机译:初中生学生数学识别能力分析

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This research aims to describe the ability of student's mathematical literacy consisting of four contents, namely space and shape, change and relationship, quantity, and uncertainly. Next, it is defined on which the lowest content of student's ability, how the perform of students on the process of literacy and basic skills of mathematics, and what causes students are not able to provide correct answers to the certain problem. By knowing where the weaknesses of students on certain mathematical literacy content will make us better know which content should be more taught. This research used the qualitative descriptive method, with research subjects consisting of six students of class VII SMP Negeri 2 Pacitan which selected using purposive sampling. The instruments which used to explore the ability of mathematical literacy of students in the form of written tests followed by interviews. The results showed the ability of mathematical literacy in term of space and shape content of 13.3%; content change and relationships of 21.4%; content quantity of 36%; and uncertainly content of 29.3%. The percentages were obtained based on the student's answers at the time of the test and reinforced by interviews. It is shown that the student's mathematical literacy ability on space and shape content is the lowest. Students were not able to do the literacy process yet, that was formulate, employ, and interpret on the content space and shape. In the context of basic mathematics skills, most students were only able to meet the communication and devising strategies. Students were not able to provide correct answers to mathematical literacy context on space and shape because students did not understand the given problem or the students understood the given problem but the students could not use the right strategy in solving the problem.
机译:本研究旨在描述由四个内容,即空间和形状,变革和关系,数量和不确定组成的学生数学素养的能力。接下来,它定义了学生能力的最低内容,如何在识字过程和数学的基本技能过程中表现如何,以及学生无法为某些问题提供正确答案的原因。通过了解学生对某些数学识字内容的弱点将使我们更好地知道应该更加教授哪个内容。本研究采用了定性描述性方法,研究科目由使用有目的采样选择的VII SMP Negeri 2 Pacitan的六名学生组成。用于探索学生数学识字能力以书面测试的方式的仪器,随后采访。结果表明,数学素养在空间术语和形状含量为13.3%的能力;内容变化和关系21.4%;内容量为36%;不确定含量为29.3%。根据学生在测试时获得的百分比,并通过访谈加强。结果表明,学生的空间和形状内容的数学识字能力是最低的。学生无法做出识字过程,这是制定,雇用和解释内容空间和形状。在基本数学技能的背景下,大多数学生只能满足沟通和设计战略。学生无法在空间和塑造上提供正确的数学素养背景下的正确答案,因为学生不了解给定的问题,或者学生理解给定的问题,但学生无法使用正确的策略解决问题。

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