Students Mathematical Discourse Analysis by Commognition Theory in Solving Absolute Value Equation

Abstract

Abstract Solving the absolute value equation is a problem that is often experienced by students in learning absolute value. This qualitative article reports on students’ discourse analysis in solving absolute value equations based on the commognition theory. Ten students in grade 10 were randomly selected as the subjects of this study. In this study, two levels of analysis was carried out; firstly, analyzing four features of the discourse, namely word use, visual mediators, narratives, and routines, and secondly, analyzing the categories of student’s discourse whether they belong to ritualised or explorative discourse. The results of this study indicated that student discourse leads to the explorative discourse category.