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How Do Assimilation and Accommodation Occur in The Translation Process of Representation?

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Title: How Do Assimilation and Accommodation Occur in The Translation Process of Representation?
Authors: Swastika, Galuh Tyasing1 galuhtyasing.1603119@students.um.ac.id, Nusantara, Toto1, Subanji, Subanji1, Irawati, Santi1
Source: Participatory Educational Research. May2023, Vol. 10 Issue 3, p167-190. 24p.
Subject Terms: *Translating & interpreting, *Mathematics students, *Mathematics education, *Problem solving, Mathematical forms, Video recording, Situational awareness
Geographic Terms: Papua (Indonesia), Indonesia
Abstract: This study aims to describe the translation process of representation in mathematics education students' solving of mathematical problems in the form of graphs. The translation process involves four activities: unpacking the source, preliminary coordination, constructing the target, and determining equivalence. The study was conducted on 65 students who took Calculus at three different universities in East Java Province, Indonesia. Research data in the form of answers to mathematical problems, video recordings, and interviews were analyzed based on the activity of the translation process within the accommodation and assimilation framework. Based on data analysis, the characteristics of the representation translation process are obtained in three categories, namely the symbolicalgebraic translation process (SA), the verbal translation process (V), and the symbolic-conceptual translation process (SC). When "unpacking the source" and "preliminary coordination," SA looks difficult, so it changes the equations and graphs for completion several times. V verbally smoothly performs four translational process activities. However, subject V has doubts about the graph made after reading the question back. SC uses graph equations until it finds a solution in the form of a graph. However, after reflection, SC resolves the problem with the theory of monotony. It is important for the future teacher to understand the translation process of representation, especially given the difficulty students have solving mathematical problems. Prospective teachers are expected to be able to develop meaningful learning with various forms of representation so that students can connect their concepts to problem solving. [ABSTRACT FROM AUTHOR]
Copyright of Participatory Educational Research is the property of Amasya University, Technology Faculty and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 163816776
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PubType: Academic Journal
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  Data: How Do Assimilation and Accommodation Occur in The Translation Process of Representation?
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  Data: <searchLink fieldCode="JN" term="%22Participatory+Educational+Research%22">Participatory Educational Research</searchLink>. May2023, Vol. 10 Issue 3, p167-190. 24p.
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  Data: This study aims to describe the translation process of representation in mathematics education students' solving of mathematical problems in the form of graphs. The translation process involves four activities: unpacking the source, preliminary coordination, constructing the target, and determining equivalence. The study was conducted on 65 students who took Calculus at three different universities in East Java Province, Indonesia. Research data in the form of answers to mathematical problems, video recordings, and interviews were analyzed based on the activity of the translation process within the accommodation and assimilation framework. Based on data analysis, the characteristics of the representation translation process are obtained in three categories, namely the symbolicalgebraic translation process (SA), the verbal translation process (V), and the symbolic-conceptual translation process (SC). When "unpacking the source" and "preliminary coordination," SA looks difficult, so it changes the equations and graphs for completion several times. V verbally smoothly performs four translational process activities. However, subject V has doubts about the graph made after reading the question back. SC uses graph equations until it finds a solution in the form of a graph. However, after reflection, SC resolves the problem with the theory of monotony. It is important for the future teacher to understand the translation process of representation, especially given the difficulty students have solving mathematical problems. Prospective teachers are expected to be able to develop meaningful learning with various forms of representation so that students can connect their concepts to problem solving. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Participatory Educational Research is the property of Amasya University, Technology Faculty and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.17275/per.23.50.10.3
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      – Code: eng
        Text: English
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        PageCount: 24
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      – SubjectFull: Translating & interpreting
        Type: general
      – SubjectFull: Mathematics students
        Type: general
      – SubjectFull: Mathematics education
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      – SubjectFull: Problem solving
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      – SubjectFull: Mathematical forms
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      – SubjectFull: Video recording
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      – SubjectFull: Situational awareness
        Type: general
      – SubjectFull: Papua (Indonesia)
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: How Do Assimilation and Accommodation Occur in The Translation Process of Representation?
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            NameFull: Swastika, Galuh Tyasing
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            NameFull: Nusantara, Toto
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            NameFull: Subanji, Subanji
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            – D: 01
              M: 05
              Text: May2023
              Type: published
              Y: 2023
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