Analisys of Students Mathematical Communication in Solving Pythagorean Theorem Problems Based on Level of Ability

Sofiatul Ilmi; Yayan Eryk Setiawan; Surya Sari Faradiba; S.V. Sailaja; Exton Mohamed Zoker; Paulo Vitor da Silva Santiago

doi:10.25217/numerical.v6i2.3856

Authors

Sofiatul Ilmi Universitas Islam Malang, Indonesia
Yayan Eryk Setiawan Universitas Islam Malang, Indonesia
Surya Sari Faradiba Universitas Islam Malang, Indonesia
S.V. Sailaja Teeside University, Middlesbrough
Exton Mohamed Zoker School of Integrated Sciences Education and Mathematics, Njala University, South Africa
Paulo Vitor da Silva Santiago University of Ceará (UFC) in the line of research Digital Technologies (TD) in Science and Mathematics Teaching, Brazil

DOI:

https://doi.org/10.25217/numerical.v6i2.3856

Keywords:

Communication, Mathematics, Pythagoras, Scaffolding

Abstract

Mathematical communication ability refers to a person's ability to describe, explain, and argue in a mathematical context. Factors that cause low mathematical communication skills can vary, such as a lack of understanding of mathematical concepts, reluctance to participate in group discussions or lack of experience in communicating effective mathematics. One of the factors that can be used in overcoming the low ability of mathematical communication is by providing scaffolding. Qualitative is the approach used in this research. The subjects of this research were class VIII students of junior high school. Descriptive questions and semi-structured interviews served as research tools. The results of this study indicate that mathematical communication skills in the Pythagorean theorem have three levels with different scaffolding.

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