Exploration of students mathematical connections with negative attitudes in solving a contextual geometry problem

Abstract

A mathematical connection is an essential aspect of the mathematics learning process. Students vary in mathematical connection ability, some are strong connection ability, and others are weak. This research aimed to explore the ability of the mathematical connection of Junior High School students with negative attitudes towards mathematics in solving the contextual problem. Research subjects were two eighth grade students in Jember. Subjects selected by giving attitudes questionnaire and based on the questionnaire scores. There were two subjects chosen with the lowest scores of category in negative attitudes towards mathematics. Data were collected through interviews based on tasking problem solving (TPS). The contextual problem given in the TPS contains the concepts of geometry and social arithmetics. Data were analyzed qualitatively using the categorization, reduction, presentation, interpretation, and conclusion. The results showed that the research subjects made connections using facts, concepts/principles, procedures, and representations. But unfortunately, these mathematical ideas are not sufficient, and some of them are not connected properly, so students fail to solve the problem. From these results, it can be concluded that mathematical connections of junior high school students with negative attitudes towards mathematics include in the weak connections category.