Abstract
This study aims to explore the student’s understanding of mathematical concepts semi-relationalist behaviours category. In the related literature, there are three categories of understanding mathematical concepts behaviour, one of the categories is semi-relationalist category. In this study explored the orientation of semi-relationalist category of understanding mathematical concepts behaviour. Data was obtained from one of the second-grade students of the junior high school as a participant in this study. From the results of the study, it was found that the student as categorized to behave as semirelationalist in understanding mathematical concept behaviour. Seven indicators have been used as references in determining the understanding mathematical concept behaviour. Further, five written test questions were given to participants. The written test results are analyzed and supplemented with interviews. From the seven indicators, it was found that the student was categorized as having a semi-relationalist in the understanding mathematical concept behaviour. Based on the findings, the student was included in the participant who had the opportunity to improve their understanding of mathematical concepts behaviour.
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