Concept understanding layers of seventh graders based on communication ability in solving fraction problems

Abstract

This research aims at exploring layers of concept understanding manifested in junior high school students’ communication skill when solving fraction problems using descriptive qualitative research design. The participants of this research are 22 seventh grader students. The instruments used include visual and verbal fraction problem sheets and unstructured interviews. The data collection procedure was started by providing the problem sheets to 22 participants. There are 4 indicators of communication skill in this research namely: (a) being able to make image sketch as a form of mathematical modeling which represents the fraction value clearly and completely, (b) identifying and explaining the fraction name from the image formed, (c) associating the data in order to obtain ideas for strategy composition in solving fraction problem systematically, and (d) providing explanation or statement verbally and in writing of each idea in solving fraction problems. Subjects with high communication skills have reached layer of understanding primitive knowing, image having, image making, property noticing, formalizing, observing, structuring and subject has passed the second “don’t need” boundaries in solving fraction problems. Subject with moderate communication skills reached layer of understanding primitive knowing, image making, image having, property noticing, and observing. The subject of low communication skills reached layer of understanding primitive knowing, image making, property noticing, and formalizing. This research concludes that the students who have high communication skill are able to reach the deepest understanding layer such as primitive knowing and the outermost of understanding layer such as structuring, as well as pass the second “don’t need” boundaries in solving mathematical problems.