Analysis of students’ mathematical modelling ability in solving combination problems using local instruction theory teaching materials

Abstract

This article was written based on the evaluation result of the students’ post-learning about combinations by using Local Instruction Theory (LIT) teaching materials in a Realistic Mathematics Education. This research aimed to describe the process of students’ mathematical modelling in solving combinations problem referring to the process of horizontal and vertical mathematization. A case-study method was employed by grouping the students into three categories: high, medium, and low categories. From each category of the students’ ability, one student was selected purposively as the research subjects. The results showed that the high-ability student could do all the modelling processes well, including the process of horizontal and vertical mathematization. The medium-ability student could do the modelling process particularly on the cognitive step 2; that were understanding, simplifying, and doing the process of horizontal mathematization, albeit the process that was not yet accomplished. The low-ability student was only able to work with the first cognitive step; that were understanding, simplifying, doing an incomplete horizontal mathematization, and doing vertical mathematization, although the result was incorrect.