Assessing Status of Student's Conception about the Sequence of Numbers

Syaiful Hadi, 1 and Cholis Sa'dijah, - and Sudirman, - and I Made Sulandra, - (2020) Assessing Status of Student's Conception about the Sequence of Numbers. IOSR Journal of Research & Method in Education (IOSR-JRME), 10 (6). pp. 36-44. ISSN 2320-7388

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Abstract

The purpose of this study is to assesing status of student conceptions that are not in accordance with the formal concept. Data were collected from 37 students by assigning them to a sequence ofnumbers task and interviewing them. The concepts used by the students were recorded and clinical interviews were conducted to discover what motivated the students to adopt new cosncepts or caused them to resist new concepts. A theory of status conception was used as a theoretical framework for interpreting the results, which indicates that a variety of factors influence student resistance to new concepts. The findings of this study showed the status of student conceptions about the sequence numbers that were classified as being the status of intelligible but not both plausible and fruitful. Student conceptions of the sequenceof numbers are: (1) students interpret that sequence must have a pattern, (2) students represent sequence numbers simply as arithmetic or geometric sequences, (3) students could not show that the sequenceof numbers is a function and (4) in solving the problem of the sequenceof numbers, students interpret terms of the pattern as the difference between the values of the sequenceof numbers

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