The profile of students’ mathematical representation in constructing line equation concept

Abstract

Abstract Mathematical representation is the way from students to express their ideas in understanding and solving mathematical problems in the form of images, words, and symbols. This research aimed to know the profile of students’ mathematical representation in constructing the straight-line equation concept. This research used a qualitative approach with descriptive research type. The subjects were 36 junior high school students at Jember. Data were obtained from the test, observation, and interview. Data triangulation was done by comparing data from the analysis of the answer sheet with interview data. The results showed in the activity of defining the concept of slope and straight-line equation, students made a visual representation during the process of finding slope and made verbal representation when defining straight-line equation. In the activity of determining a straight line equation, students made a symbolic representation and carrying out visual representation with among of them doing unique guesses in making an overview of the requested line position. In solving problems related to the concept of the straight line equation, some students chose visual representation to solve the two different problems. Some of the other students chose symbolic representation with some inaccuracy, and errors in the algebraic concept. While students who have been identified in the previous process have low ability tend to choose to use verbal methods and made guesses about the number of patterns.