Abstract
This study aims at exploring learning obstacles about arithmetic operations, and problems of addition and subtraction of whole numbers in primary schools. This preliminary qualitative research used a didactic research design. The participants of this study were 50 second-grade students at primary schools in three regencies. The instruments used were test and nontest. The test technique was conducted by giving questions about algebra, whereas the nontest technique was in the form of interviews. The data were analyzed using interactive analysis by Miles & Huberman. The findings indicate that there are three types of learning obstacles, namely, (1) ontogenic obstacles with psychological and instrumental types (students feel afraid and do not understand the prerequisite material), (2) epistemological obstacles (students’ experience in working on story problems with the concept of algebraic thinking does not exist), and (3) didactical obstacle (the methods taught tend to focus on the counting process instead of understanding the concept). Learning barriers can be categorized into three types, namely, ontogenic, epistemological, and didactic barriers. With the discovery of these learning barriers, a solution is found in the form of making learning designs that are tailored to the learning obstacles found. One of them is by applying grading questions from story problems into mathematical sentences.
Highlights
Algebraic thinking is an essential thinking skill to be developed in arithmetic reasoning in primary schools [1,2,3,4,5]
According to Suryadi [21], didactical design research (DDR) is research that uncovers learning obstacles in the learning process and aims at anticipating and eliminating learning obstacles in learning. is notion is relevant to the purpose of this study, which is to examine learning obstacles about the problem of arithmetic operations of addition and subtraction of whole numbers in primary schools
The students’ difficulties in solving the problems given include formulating story problems into mathematical sentences, applying the concept of place value, calculating addition and subtraction, and difficulties due to the lack of a variety of questions. ese difficulties illustrate the existence of learning obstacles, which can be categorized into three types, namely, ontogenic, epistemological, and didactical obstacles
Summary
Algebraic thinking is an essential thinking skill to be developed in arithmetic reasoning in primary schools [1,2,3,4,5]. Erefore, students need to master algebraic thinking skills from the primary school level to switch from arithmetic more to formal algebra. Of the many research results, no one seems to have discussed the learning obstacles of adding and subtracting whole numbers through the analysis of algebraic thinking processes. Is study aims at analyzing the learning barriers of elementary school students about arithmetic operations, addition, and subtraction of integers. E research question is what are the learning barriers for elementary school students about arithmetic operations, addition, and subtraction of integers? A teacher must be able to minimize learning obstacles to maximize the learning process. is study aims at analyzing the learning barriers of elementary school students about arithmetic operations, addition, and subtraction of integers. e research question is what are the learning barriers for elementary school students about arithmetic operations, addition, and subtraction of integers?
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