Analysis of problem-solving difficulties at limits of sequences

Abstract

Abstract Every year, most mathematics education students have difficulty learning real analysis courses on the material of sequences and series, especially in the sub material of the limit of sequences. Difficulties in learning the concept of limits include difficulties in understanding the limit concept’s definition and visualization. The purpose of this article is to analyze the difficulties of mathematics education students of Pancasakti University in the Tegal academic year 2019/2020 in problem solving at limits of sequences and providing appropriate Scaffolding to overcome these difficulties. This research is descriptive qualitative research. The research subjects were selected using the purposing sample technique, selected two students with high, medium, and low abilities. Two students chose each capacity. Interview with research subjects to inform the results of the test using the aloud method. Students experience difficulty thinking when solving the limit of sequences problem due to the lack of initial analysis and student analogy skills. When the procedure is rechecked, students have difficulty thinking too. This is due to the lack of mathematical connection skills of students. To overcome these student difficulties, the lecturer must provide Scaffolding.