Article Sidebar

Published
Jan 29, 2024
Download
PDF
Statistic
Read Counter : 0 Download : 269

Main Article Content

Abstract

Elementary school students' difficulties in solving literacy problems are caused by students' lack of understanding of mathematical concepts. Using a specific regional context in literacy problems is essential to analyze layers of understanding elementary school more deeply. Based on Pirie-Kieren's theory, the study aims to analyze layers of understanding elementary school students in solving literacy problems in the context of Sidoarjo. The theory consists of eight understanding layers: primitive knowing, image making, image having, property noticing, formalising, observing, structuring, and inventing. A qualitative approach with a case study type was used as the research method. The research participants were 26 fifth-grade elementary school students. The determination of the research subjects was done by purposive technique. In this, the emphasis of determining the subject is taken on three categories of understanding by having one student each in the low, medium, and high categories. The results show that the layers of understanding of elementary school students are at the highest, namely observing. In addition, literacy problems in Sidoarjo contexts can overstimulate students' understanding. The context of learning should be used in Sidoarjo. Future research recommendations suggested using the regional context as a background for literacy problems in learning or problem-solving; this is needed to explore and develop layers of understanding to a higher level.

Keywords

Layers of understanding Math literacy Pirie-Kieren theory Sidoarjo context

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

  1. Apsari, R. A., Putri, R. I. I., Sariyasa, S., Abels, M., & Prayitno, S. (2020). Geometry representation to develop algebraic thinking: A recommendation for a pattern investigation in pre-algebra class. Journal on Mathematics Education, 11(1), 45-58. https://doi.org/10.22342/jme.11.1.9535.45-58

  2. Ayu, Y. A., Kurniati, Y., Fauziah, A., & Kurnia, R. A. (2021). Analisis kemampuan komunikasi matematis siswa sekolah dasar dalam menyelesaikan soal cerita menerapkan teori Pirie Kieren [Analysis of elementary school students' mathematical communication skills in solving story problems applying Pirie Kieren's theory]. ISEJ: Indonesian Science Education Journal, 2(2), 90-98.

  3. Baumert, J., Nagy, G., & Lehmann, R. (2012). Cumulative advantages and the emergence of social and ethnic inequality: Matthew effects in reading and mathematics development within elementary schools? Child development, 83(4), 1347-1367. https://doi.org/10.1111/j.1467-8624.2012.01779.x

  4. Berisha, V., & Bytyqi, R. (2020). Types of mathematical tasks used in secondary classroom instruction. International Journal of Evaluation and Research in Education, 9(3), 751-758. https://doi.org/10.11591/ijere.v9i3.20617

  5. Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., Laakkonen, E., & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge. Computers & Education, 128, 63-74. https://doi.org/10.1016/j.compedu.2018.09.011

  6. Celik, H. C. (2019). Investigating the visual mathematics literacy self-efficacy (VMLSE) perceptions of eighth grade students and their views on this issue. International Journal of Educational Methodology, 5(1), 165-176. https://doi.org/10.12973/ijem.5.1.177

  7. Chen, M.-J., Lee, C.-Y., & Hsu, W.-C. (2015). Influence of mathematical representation and mathematics self-efficacy on the learning effectiveness of fifth graders in pattern reasoning. International Journal of Learning, Teaching and Educational Research, 13(1), 1-16.

  8. Clair, J. S. (2018). Using cartoons to make connections and enrich mathematics. In Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (pp. 86-111). https://doi.org/10.20429/stem.2018.020112

  9. Creswell, J. W. (2012). Educational Research: Planning, Conducting and evaluating Quantitative and Qualitative Research (4th ed.). Pearson.

  10. Efriani, A., Putri, R. I. I., & Hapizah, H. (2019). Sailing context in PISA-like mathematics problems. Journal on Mathematics Education, 10(2), 265-276. https://doi.org/10.22342/jme.10.2.5245.265-276

  11. Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222-237.

  12. George, L., & Voutsina, C. (2023). Children engaging with partitive quotient tasks: Elucidating qualitative heterogeneity within the image having layer of the Pirie–Kieren model. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-023-00461-1

  13. Gulkilik, H. (2016). The role of virtual manipulatives in high school students’ understanding of geometric transformations. In P. S. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (pp. 213-243). Springer International Publishing. https://doi.org/10.1007/978-3-319-32718-1_10

  14. Gülkılık, H., Uğurlu, H. H., & Yürük, N. (2015). Examining students’ mathematical understanding of geometric transformations using the pirie-kieren model. Educational Sciences: Theory & Practice, 15(6), 1531-1548.

  15. Güner, P., & Uygun, T. (2020). Examining students’ mathematical understanding of patterns by Pirie-Kieren model. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 644-661. https://doi.org/10.16986/HUJE.2019056035

  16. Holenstein, M., Bruckmaier, G., & Grob, A. (2021). Transfer effects of mathematical literacy: an integrative longitudinal study. European Journal of Psychology of Education, 36(3), 799-825. https://doi.org/10.1007/s10212-020-00491-4

  17. Kholid, M. N., & Nissa, M. (2022). Students' math literacy in solving PISA-like problems in Papuan local context. AL-ISHLAH: Jurnal Pendidikan, 14(4), 5645-5656. https://doi.org/10.35445/alishlah.v14i4.2258

  18. Kolar, V. M., & Hodnik, T. (2021). Mathematical literacy from the perspective of solving contextual problems. European Journal of Educational Research, 10(1), 467-483. https://doi.org/10.12973/eu-jer.10.1.467

  19. Kusuma, D., Sukestiyarno, Y. L., Wardono, W., & Cahyono, A. N. (2022). The characteristics of mathematical literacy based on students' executive function. European Journal of Educational Research, 11(1), 193-206. https://doi.org/10.12973/eu-jer.11.1.193

  20. Manoy, J. T., & Purbaningrum, M. (2021). Mathematical literacy based on ethnomathematics of Batik Sidoarjo. Jurnal Didaktik Matematika, 8(2), 160-174. https://doi.org/10.24815/jdm.v8i2.21644

  21. Martin, L. C. (2008). Folding back and the dynamical growth of mathematical understanding: Elaborating the Pirie–Kieren Theory. The Journal of Mathematical Behavior, 27(1), 64-85. https://doi.org/10.1016/j.jmathb.2008.04.001

  22. NCTM. (2000). Principles and standards for school mathematics. NCTM.

  23. OECD. (2019). PISA 2018 Results (Volume I): What students know and can do. OECD Publishing.

  24. Peñaloza, J. A., & Vásquez, F. M. R. (2022). Understanding ratio through the Pirie-Kieren model. Acta Scientiae, 24(4), 24-56. https://doi.org/10.17648/acta.scientiae.6826

  25. Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterise it and how can we represent it? Educational Studies in Mathematics, 26(2), 165-190. https://doi.org/10.1007/BF01273662

  26. Posicelskaya, M. A., Rudchenko, T. A., & Semenov, A. L. (2023). Mathematical elements of elementary education. Doklady Mathematics, 107(1), S10-S41. https://doi.org/10.1134/S1064562423700576

  27. Pratama, N. A. E. (2017). Perkembangan pemahaman matematis siswa sekolah dasar kelas V berdasarkan teori Pirie-Kieren pada topik pecahan [Development of fifth grade elementary school students' mathematical understanding based on the Pirie-Kieren theory on the topic of fractions]. Sekolah Dasar: Kajian Teori dan Praktik Pendidikan, 26(1), 77-88. https://doi.org/10.17977/um009v26i12017p077

  28. Rahayuningsih, S., Sa’dijah, C., Sukoriyanto, S., & Qohar, A. (2022). Exploring students’ understanding layers in solving arithmagon problems. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(1), 170-185. https://doi.org/10.21831/cp.v41i1.33837

  29. Rojas, E., & Benakli, N. (2020). Mathematical literacy and critical thinking. In J. C. But (Ed.), Teaching college-level disciplinary literacy: Strategies and practices in STEM and professional studies (pp. 197-226). Springer International Publishing. https://doi.org/10.1007/978-3-030-39804-0_8

  30. Rusdiana, R., Samsuddin, A. F., Muhtadin, A., & Fendiyanto, P. (2023). Development of mathematical literacy problems using East Kalimantan context. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 197-210. https://doi.org/10.31004/cendekia.v7i1.1885

  31. Stacey, K., & Turner, R. (2015). Assessing mathematical literacy: The PISA experience. Springer Cham. https://doi.org/10.1007/978-3-319-10121-7

  32. Suindayati, S., Afifah, D. S. N., & Suja’i, I. S. (2019). Teori Pirie-Kieren: Lapisan pemahaman siswa smp berkemampuan matematika tinggi dalam menyelesaikan soal bangun ruang [Pirie-Kieren theory: Layers of understanding of junior high school students with high mathematical abilities in solving geometric problems]. MaPan: Jurnal matematika dan Pembelajaran, 7(2), 211-228. https://doi.org/10.24252/mapan.2019v7n2a4

  33. Susanta, A., Sumardi, H., Susanto, E., & Retnawati, H. (2023). Mathematics literacy task on number pattern using bengkulu context for junior high school students. Journal on Mathematics Education, 14(1), 85-102. https://doi.org/10.22342/jme.v14i1.pp85-102

  34. Umbara, U., & Suryadi, D. (2019). Re-interpretation of mathematical literacy based on the teacher's perspective. International Journal of Instruction, 12(4), 789-806. https://doi.org/10.29333/iji.2019.12450a

  35. Wagner, D. A. (2011). What happened to literacy? Historical and conceptual perspectives on literacy in UNESCO. International Journal of Educational Development, 31(3), 319-323. https://doi.org/10.1016/j.ijedudev.2010.11.015

  36. Yao, X., & Manouchehri, A. (2022). Folding back in students’ construction of mathematical generalizations within a dynamic geometry environment. Mathematics Education Research Journal, 34(2), 241-268. https://doi.org/10.1007/s13394-020-00343-w

  37. Yaro, K., Amoah, E., & Wagner, D. (2020). Situated perspectives on creating mathematics tasks for peace and sustainability. Canadian Journal of Science, Mathematics and Technology Education, 20, 218-229. https://doi.org/10.1007/s42330-020-00083-w

  38. Yasukawa, K., Rogers, A., Jackson, K., & Street, B. V. (2018). Numeracy as social practice: Global and local perspectives (1st ed.). Routledge. https://doi.org/10.4324/9781315269474