Mathematical Communication Ability of Junior High School Students in Solving Mathematics Problems

Abstract

This study aims to describe profile of junior high school students' mathematical communication ability in solving mathematics problem based on cognitive style and gender. Cognitive styles discussed in the study were field independent (FI) and field dependent (FD). This study is an explorative research with a qualitative approach. The participants of the study were four students in eighth grade, two men and two women. The data were gathered from students’ written work and interview. To ensure the credibility of data, triangulation method was employed. The data analysis done qualitatively using three stages of data reduction, data display, and drawing conclusions. Data analysis done based on students’ mathematical communication ability including: (1) the understanding of the math problem, (2) the using of the mathematics language, (3) the using of mathematics representations, (4) the using of mathematics skills, and (5) the oral explanation of the process in problem solving. Results of this study show that the female students performed better in using mathematics language and explaining orally. Also, the FI-cognitive style students more detail than FD-students to explain making mathematics model.

Keywords: Mathematical communication, cognitive style, gender.