Suci Yuniati, Toto Nusantara, Subanji, I Made Sulandra
Function material is one of the most important materials that must be understood by students. However, most students have difficulty understanding the concept of function. These difficulties will have a significant impact on student learning outcomes if not immediately addressed and solved. Student difficulties about function can be minimised by developing students' functional thinking, starting at an early age. Functional thinking is a type of representational thinking that focuses on the relationship between two (or more) variations of quantities. The purpose of this study is to find out how students think functionally through arithmetic sequences. Research data was collected through test sheets and interviews. The results showed that students' functional thinking worked through arithmetic sequences through several stages of functional thinking components. These include 1) understanding the problem, 2) determining recursive patterns, 3) covariational thinking, and 4) generalising the relationship between quantity variations. The stages are carried out by students sequentially to produce a generalisation of relationships between quantity variations through arithmetic sequences. © 2020 Primrose Hall Publishing Group.
Faculty of Mathematics and Science, Universitas Negeri Malang, Malang, Indonesia
