Interview percentage problem
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The document analyzes the thinking process of a sixth grader named Arul as he attempted to solve percentage problems in a trial instructional design. Arul experienced confusion with understanding the overall number of students and struggled to apply the correct fractions and reasoning, eventually arriving at an answer but questioning its validity. The findings indicate that while Arul has mastered standard calculations, he lacks experience with problems that require deeper comprehension and reasoning.
Interview percentage problem
- 1. Analyze Student’s Way of Thinking in Answering Percentage Problems Nur Chasanah 06022681318074 International Master Program on Mathematics Education (IMPoME) 2013 Sriwijaya University
- 2. INTRODUCTION The student, Muhammad Fajrul, was After the try out of the instructional design for percentage in sixth-grade of SDN 98 chosen by the homeroom teacher. The try out was conducted on Saturday, 5 Palembang, try out of contextual problems October 2013 around 10 to 11 am. It was related to percentage was conducted and done held on the classroom with other students by student who participated on the try out of the around and made noise. Due to this instructional design. condition, the process of doing the problems could not be recorded on video.
- 3. The Problems and the Analysis
- 4. After finishing the first problem, Arul continued to do the second number: determining the percentage of fifth graders who are the member of soccer extra curricular, where 15 students said yes and 5 students said no After some minutes of observing and doing the problem, Arul decided to leave the problem and do the third number first. This because of some reasons: • Arul got confused on understanding the number of all students • After determining that the number of all students was 20, Arul still confused on positioning and using the information in his counting • Arul kept on trying to understand with ignoring the number of all students (20) and used the seen number from the problem (5 and 15) • Arul tried to make fractions with 5 and 15 (5/15 and 15/5) and changed them into fractions, but indeed he realized that his answer made no sense. Arul left the problem and continued to do the third problem.
- 5. The second problem, considered as the hardest one Student’s answer
- 6. V I D E O
- 7. Analyze student’s answer for the second problem • Based on the interview with Arul, it’s revealed that Arul had difficulty on understanding the problem and situation. This was the main cause of his issue on placing the right data for each calculation. • Arul needed a quite long time to finally understand the concept of fractions (part of a whole) as to be asked on the problem. First, Arul used the given and seen data (as like what he did on comon problems), which were 5 and 15. first he counted 15/5 times 100%. Because he got 300%, which was impossible, he then divided it with 5 and got 60%. However, he still felt like that didn’t make any sense, so he tried hard to get the meaning of the problem and given data until he got 15/20. • After getting 15/20, even though it was the correct answer, Arul seemed to be arguing himself. To make sure it was really a correct answer, he tried to find another point of view. By assuming that every 5 votes were one unit, so there were all 4 units, and sum of students who join soccer were ¾ or 75% • Arul’s answer consist of percentages of students who join and not join soccer extracuricula. It didn’t suit the order which only asked the percentage of students who join the soccer. It showed how Arul still had difficulty on understanding the problem.
- 8. FINDINGS • Arul had mastering standar calculation (addition, subtraction, multiplication and division) also applied them on changing the form of numbers (i.e. From fraction to percent). It probably because he had done some many exercises on counting and changing forms. • Arul had not used to yet on such problems which demand him on understanding the problems and reasoning the answers, or are served in uncommon form of problems.
- 9. THANK YOU Have a Good Day