Design of problem-solving questions for measuring student’s mathematical thinking type representation

Abstract

This study is design research aimed to describe the design result of problem-solving question that can be used to measure mathematical thinking type representation. The process of this study consists of five stages, namely: preliminary design, focus group discussions (FGD), trials, observation and interview, and retrospective analysis. The subjects of this study are three students. The technique for data analysis was qualitative. The instrument consists of test and directive interview. Based on preliminary design and FGD stages, researchers have designed two problem-solving questions. Based on the results of the trials, observations and interviews, all these questions can lead students’ mathematical thinking type representation. This is illustrated by the results of research subjects’ answers when working on questions that showing symbolic representation, numeric representation, and visual representation. Symbolic representation is seen from the completion of students who use symbols to solve problem number 1 and 2. Visual representation is seen from students resolve the problems using images to solve problem number 2. Numeric representation is seen from students solving problems using a trial and error strategy and then doing mathematical calculations to make sure the correctness of answers. This is done by students in working on questions number 1.