Galuh Tyasing Swastika, Toto Nusantara, Subanji, Santi Irawati
Monotonous learning at the previous level resulted in a process of representing differential problem solving for students of mathematics education often limited. This can hinder their learning, especially in the lessons that require different forms of representation in their completion. This exploratory research discusses various forms of representation and reasons for their use in the differential resolution of problems in courses of calculation. The survey was conducted in a calculation class of large private universities in East Java, Indonesia. The subjects are given differential problems and they are followed for answers that require clarification. The results showed 3 types of completion based on the characteristics of the subject's response. Subject experiences in various forms of representation, as well as conceptual understanding, influence their responses in representation representation. The average subject looks at a form of representation, which is symbolic. The findings in this study can increase the awareness of educators in order to provide more experience to students with respect to the form of representation. With the broad knowledge of representation, the learning process and the understanding of various mathematical concepts can be facilitated to students. © Published under licence by IOP Publishing Ltd.
State University of Malang, Malang, Indonesia; University of Nahdlatul Ulama Blitar, Blitar, Indonesia
