Fara Virgianita Pangadongan, Toto Nusantara, I Made Sulandra
Mental mechanism of coordination is indispensable in the construction of certain objects, contributing to problem-solving. Although Arnon et al. hypothesized about how two processes are coordinated mentally, which is referred to as Arnon's Coordination, further analysis is required. Studies related to coordination had explored its emergence in reflective abstraction during problem-solving. Generally, descriptions of coordination focused exclusively on the outcomes and application to problem-solving, particularly direct problems. Therefore, this study aimed to describe how students performed coordination between two processes in reverse problem-solving, focusing mainly on derivative and antiderivative graphs. Data were collected from 4 of the 44 third-year mathematics education students through answer sheets, think-aloud, and semi-structured interviews to examine mental mechanisms. The results showed that students coordinated the two processes by adopting three cognitive actions, namely determining processes, transforming it into an object through encapsulation, and integration through assimilation or accommodation. This also included the challenges students experienced with each cognitive action. In conclusion, this study served as a reference for educators when designing mathematical problem-solving exercises and lessons. © 2025, City University of New York. All rights reserved.
Universitas Negeri Malang, Indonesia; Universitas Mulawarman, Indonesia
