Analysis of layer of primitive knowing of high school students in linear function material: A study of application of student activity sheets based on Pirie Kieren theory

Abstract

Pirie Kieren’s theory of mathematical comprehension growth divides students’ mathematical understanding into eight layers that cover: primitive knowing, image making, image having, property noticing, formalising, observing, structuring, and inventising. The process of this mathematical understanding growth is recursive. The success of each layer shows the existence of the success of the previous layer. Therefore, primitive knowing as the base layer is the key to the success of the process of mathematical understanding growth. The purpose of this study was to reveal the role of primitive knowing abilities of high school students at linear function material. The analysis was carried out toward the completion of the Student Activity Sheet based on Pirie Kieren’s theory. The analysis was carried out using qualitative data and presented descriptively. Qualitative data in question included the results of student work in the student activity sheet and the test results were equipped with learning videos and interviews. The results showed that the success of students’ mathematical understanding process depended on the success of students within the layer of mathematical understanding of primitive knowing.