Epistemic Action of Junior High School Students With Low Spatial Ability in Constructing Cube Nets
Asep Sahrudin
,
Mega Teguh Budiarto
,
Manuharawati Manuharawati
This study aims to describe the abstraction of epistemic action, which includes recognition, building-with and construction in junior high school stud.
- Pub. date: May 15, 2022
- Pages: 221-230
- 469 Downloads
- 887 Views
- 0 Citations
This study aims to describe the abstraction of epistemic action, which includes recognition, building-with and construction in junior high school students with low spatial ability in constructing cube nets. The research method used in this study is an exploratory qualitative method with the primary data in the form of interviews with two junior high school students with low spatial abilities who were selected using an inclusive purposive sampling technique. Based on data analysis on the two subjects, it was found that the two subjects constructed a cube net of 14 plain cube nets, 14 colour cube nets and 14 cube nets with variations of domino motifs. In the activity of constructing the cube nets, the two subjects used different epistemic actions; subject SR1 constructed the cube nets as a whole using only two epistemic actions, referred to as recognition and building-with. The activity of subject SR2 in constructing cube nets as a whole uses more epistemic actions that are tiered and interrelated with each other, where the first action that occurs is recognition, the second is building-with, and the third is construction.
Keywords: Abstraction, building-with, construction, epistemic action, recognition.
References
Backhouse, J. K., & Skemp, R. R. (1986). The psychology of learning mathematics. The Mathematical Gazette, 70(454), 312. https://doi.org/10.2307/3616203
Battista, M. T. (1999). Fifth graders’ enumeration of cubes in 3D arrays: Conceptual progress in an inquiry-based classroom. Journal for Research in Mathematics Education, 30(4), 417–448. https://doi.org/10.2307/749708
Bodner, G. M., & Guay, R. B. (1997). The purdue visualization of rotations test. The Chemical Educator, 2(4), 1–17. https://doi.org/10.1007/s00897970138a
Branoff, T. J. (2000). Spatial visualization measurement: a modification of the purdue spatial visualization test-visualization of rotations. Engineering Design Graphics Journal, 64(2), 14–22. https://doi.org/10.18260/1-2--21306
Dreyfus, T. (2015). Selected regular lectures from the 12th international congress on mathematical education. In S. J. Cho (Ed.), Selected regular lectures from the 12th international congress on mathematical education (pp. 115–133). Springer. https://doi.org/10.1007/978-3-319-17187-6
Dreyfus, T., Hershkowitz, R., & Schwarz, B. (2007). The nested epistemic actions model for abstraction in context : theory as methodological tool and methodological tool as theory. In A. Bikner-Ahsbahs, C. Kniping & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 185-217). Springer. https://doi.org/10.1007/978-94-017-9181-6
Dubinksy, E. (2000). Mathematical literacy and abstraction in the 21st century. School Science and Mathematics, 100(6), 289–297. https://doi.org/10.1111/j.1949-8594.2000.tb17322.x
Ferrari, P. L. (2003). Abstraction in mathematics. Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1435), 1225–1230. https://doi.org/10.1098/rstb.2003.1316
Fiantika, R., Budayasa, I. K., & Lukito, A. (2017). Komponen penting representasi internal pada berpikir spasial [An important component of internal representation in spatial thinking]. Jurnal Math Educator Nusantara, 3(1), 34-42. https://bit.ly/3rCuJqo
Gray, E. (2007). Abstraction as a natural process of mental compression. Mathematics Education Research Journal 19(2), 23–40. https://doi.org/10.1007/BF03217454
Güven, B., & Kosa, T. (2008). The effect of dynamic geometry software on student mathematics teachers’ spatial visualization skills. Turkish Online Journal of Educational Technology, 7(4), 100–107. https://bit.ly/3uY7ZTT
Hassan, I., & Mitchelmore, M. (2006). The role of abstraction in learning about rates of change. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia (pp. 278–285). Merga.
Hershkowitz, R. (2001). Abstraction in context. Oxford Journal of Legal Studies, 14(2), 255–267. https://doi.org/10.1093/ojls/14.2.255
Hershkowitz, R., Schwarz, B. B., & Dreyfus, T. (2007). Abstraction in context: epistemic actions. Journal for Research in Mathematics Education, 3(2) 195-222. https://doi.org/10.2307/749673
Hong, J. Y., & Kim, M. K. (2016). Mathematical abstraction in the solving of ill-structured problems by elementary school students in Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 267–281. https://doi.org/10.12973/eurasia.2016.1204a
Islam, S., Russ, S. H., & White, K. D. (2013, June 23-26). Assessment of spatial visualization skills in freshman seminar [Paper presentation]. ASEE Annual Conference and Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--19242
Jeon, K. (2009). Mathematics hiding in the nets for a cube. Teaching Children Mathematics, 15(7), 394–399. http://www.jstor.org/stable/41199313
Katsioloudis, P., Jovanovic, V., & Jones, M. (2014). A Comparative analysis of spatial visualization ability and drafting models for industrial and technology education students. Journal of Technology Education, 26(1), 88–101. https://doi.org/10.21061/jte.v26i1.a.6
Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child Development, 56(6), 1479–1498. https://doi.org/10.1111/j.1467-8624.1985.tb00213.x
Maeda, Y., Yoon, S. Y., Kim-Kang, G., & Imbrie, P. K. (2013). Psychometric properties of the revised PSVT: R for measuring first year engineering students’ spatial ability. International Journal of Engineering Education, 29(3), 763–776.
Mitchelmore, M., & White, P. (2007). Editorial abstraction in mathematics learning. Mathematics Education Research Journal, 19(2), 1–9. https://doi.org/10.1007/BF03217452
Nagy-Kondor, R. (2016). Spatial ability: Measurement and development. In M. S. Khine (Ed.), Visual-spatial ability in STEM education (pp. 35-58). Springer. https://doi.org/10.1007/978-3-319-44385-0_3
Nurhasanah, F., Kusumah, Y. S., Sabandar, J., & Suryadi, D. (2017). Mathematical abstraction: constructing concept of parallel coordinates. Journal of Physics: Conference Series, 895(1), 1-6 https://doi.org/10.1088/1742-6596/895/1/012076
Ozmantar, M. F., & Monaghan, J. (2007). A dialectical approach to the formation of mathematical abstractions. Mathematics Education Research Journal, 19(2), 89–112. https://doi.org/10.1007/BF03217457
Pitta-Pantazi, D., & Christou, C. (2010). Spatial versus object visualisation: The case of mathematical understanding in three-dimensional arrays of cubes and nets. International Journal of Educational Research, 49(2–3), 102–114. https://doi.org/10.1016/j.ijer.2010.10.001
Saeed, A., Foaud, L., & Fattouh, L. (2017). Techniques used to improve spatial visualization skills of students in engineering graphics course: A Survey. International Journal of Advanced Computer Science and Applications, 8(3), 91-100. https://doi.org/10.14569/ijacsa.2017.080315
Sahrudin, A., Budiarto, M. T., & Manuharawati. (2021). The abstraction of junior high school student in learning geometry. Journal of Physics: Conference Series, 1918, 1-5. https://doi.org/10.1088/1742-6596/1918/4/042072
Segil, J. L., Myers, B. A., Sullivan, J. F., & Reamon, D. T. (2015, June 14-17). Efficacy of various spatial visualization implementation approaches in a first-year engineering projects course [Paper presentation] ASEE Annual Conference and Exposition: Making Value for Society, Seatle, Washington. https://doi.org/10.18260/p.23928
Shiakalli, A. M., Zacharos, K., & Markopoulos, C. (2015). Creating cube nets by using educational tools in pre-school. International Journal for Mathematics Teaching & Learning, 16(1), 1–24. https://www.cimt.org.uk/journal/zacharos.pdf
Sinaceur, H. B. (2014). Facets and levels of mathematical abstraction. Philosophia Scientae, 18(1), 1-24. https://doi.org/10.4000/philosophiascientiae.914
Sümen, Ö. Ö. (2019). Primary school students’ abstraction levels of whole-half-quarter concepts according to RBC theory. Journal on Mathematics Education, 10(2), 251–264. https://doi.org/10.22342/jme.10.2.7488.251-264
Thissen, A., Koch, M., Becker, N., & Spinath, F. M. (2018). Construct your own response: the cube construction task as a novel format for the assessment of spatial ability. European Journal of Psychological Assessment, 34(5), 304–311. https://doi.org/10.1027/1015-5759/a000342
Yurt, E., & Tünkler, V. (2016). A study on the spatial abilities of prospective social studies teachers: A mixed method research. Journal of Educational Sciences: Theory & Practice, 16(3), 965–986. https://doi.org/10.12738/estp.2016.3.0324
Zurn-Birkhimer, S., Anazco, M. I. S., Holloway, B. M., & Baker, R. A. (2018, June 23-Juli 27). Work in progress: Online training in spatial reasoning for first-year female engineering students [Paper presentation]. ASEE Annual Conference and Exposition American Society for Engineering Education, Salt Lake City, Utah. https://doi.org/10.18260/1-2--31298