Prospective mathematics teacher^ ability for representation in the subject of linear programming Khairunnisa(a,b*), Darhim(b), Nanang Priatna(b), and Dadang Juandi(b)
a) Mathematics Education Department, Syarif Hidayatullah State Islamic University, Jl. Ir. H Juanda No. 95, Jakarta 15412, Indonesia
*khairunnisa[at]uinjkt.ac.id
b)Mathematics Education Department, Indonesian University of Education, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
Visual, verbal, and symbolic are different types of representation. The ability for representation discussed in this study is the ability to translate from one representation to another and explain mathematical ideas using representations, whether visual, verbal, or symbolic. Linear programming is a contextual matter that contains representations that are either visual, verbal, or symbolic. This study aims to describe the representation ability of students who are prospective mathematics teachers. A test for mathematical representation ability was used to collect data, which was then analyzed using descriptive statistics. The results demonstrate that the ability for representation of students who are prospective mathematics teachers is at moderate levels, with verbal representation having the lowest value. The study can further be done with much more respondents.
Keywords: Representation ability, Linear Programming
