EXPLORING MULTI-REPRESENTATION LEARNING APPROACH IN MATHEMATICS ELEMENTARY SCHOOL STUDENTS

Abstract

The purpose of this study was to analyze the effectiveness of the multi-representation learning approach in improving the understanding of mathematical concepts for elementary school students. The inclusion criteria in this review include studies that clearly apply a multi-representation approach in primary school settings and have relevant data to evaluate. Studies that do not provide adequate data or do not meet the inclusion criteria are excluded. Sources of information used to identify these studies include various academic databases such as ERIC, Springer, Elsevier, Ebschoohost, Taylor &; Francis, the ACM Technical Symposium on Computer Science Education and MDPI publishers. The last search was conducted last month before the writing of this abstract. Methods of evaluating bias risk in included studies include methodological quality assessment, data quality control, and evaluation of the accuracy of the statistical analysis used. The main findings of the study are presented through thematic and narrative analysis, with a total of 75 scientific studies included in this review. The characteristics of relevant studies will be discussed further in the analysis which includes research content, study design, type of participants, learning domain, and year of publication. The findings show that with various forms of representation students can improve their understanding of mathematics from informal to formal levels, in addition to the fact that multi-representation learning can deepen students' understanding of complex mathematical concepts.