Abstract
This article aims to describe the mathematical identity of elementary school students during studying mathematics. When studying mathematics, the students often face difficulties in understanding the concepts which results the decrease in their learning motivation. It will lead to the lack of development of their mathematical identity. The students who are able to develop their mathematical identity well are more likely to succeed in learning mathematics. A qualitative approach was employed to trace the students’ mathematical identity. Questions and interviews were used to collect the data. The findings indicated during participating in the group learning activities, the students were able to increase their motivation. Therefore, it can improve their mathematical identity.
Highlights
Several studies concluded that elementary school students consider mathematics only as an arithmetic operation (Abbasi, 2016)
Students understand the concept of circles Students have a new mathematical identity Students understand the concept of circles Searching for consistency of new mathematical identities
We examined the consistency of the new mathematical identity built by students
Summary
Several studies concluded that elementary school students consider mathematics only as an arithmetic operation (Abbasi, 2016). This assumption decreases the mathematics learning outcome of the elementary school students, they do not deeply comprehend the concept of mathematics, eventually, they lack ability to solve the problem. One of the students’ poor problem-solving abilities is the understanding concept of geometry. Geometry is one of the study subjects that has many concepts. Geometry is the presentation of abstraction from visual and special experiences, for example, fields, patterns of measurement, and mapping. Whereas from a mathematical perspective, geometry provides approaches to problem-solving such as pictures, diagrams, coordinate systems, vectors, and transformations
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