Galuh Tyasing Swastika, Toto Nusantara, Subanji Subanji, Santi Irawati, Abdur Rahman As’ari, Edy Bambang Irawan


This research aims at analyzing the representation translation of Junior High School students in solving mathematical questions related to algebra. This research used descriptive qualitative approach. The focus of representation translation used in this research was the external representation which was a verbal translation into diagram, verbal into symbolic, symbolic into diagram, diagram into symbolic, and diagram into verbal. Based on the analysis of research findings, it shows that representation translation of students from verbal, symbolic, and diagram into verbal and diagram was not really mastered by the students. Meanwhile, the representation translation into symbolic was frequently used by the students although they were expected to do other translation rather than symbolic.

Full Text:



Ainsworth, S. (1999). The functions of multiple representations, 33, 131–152.

Bossé, M. J., Adu-Gyamfi, K., & Chandler, K. (2014). Students ’ Differentiated Translation Processes. International Journal for Mathematics Teaching and Learning, (828), 1–28.

Clement, J. (1982). Algebra Word Problem Solutions : Thought Underlying Processes A Common. Journal for Research in Mathematics Education, 13(1), 16–30.

Diezmann, C. M., & English, L. D. (2001). Promoting the use of diagrams as tools for thinking. The Role of Representation in School Mathematics, (Nickerson), 77–89. Retrieved from

Duru, A., & Koklu, O. (2011). International Journal of Mathematical Middle school students ’ reading comprehension of mathematical texts and algebraic equations, 37–41.

Duval, R. (1999). Representation, Vision and Visualization: Cognitive Functions in Mathematical Thinking. Basic Issues for Learning. Proceedings of the Twenty First Annual Meeting of the North American Chapter of the International Groupfor the Psychology of Mathematics Education, 3–26.

Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics.

Elliot, P. C. (1996). Communication in Mathematics K-12 and Beyond. Virginia: National Council of Teacher of Mathematics.

Eraslan, A. (2008). The notion of reducing abstraction in quadratic functions. International Journal of Mathematical Education in Science and Technology, 39(8), 1051–1060.

Goldin, G. A., & Kaput, J. J. (1996). A joint perspective on the idea of representation in learning and doing mathematics. Theories of Mathematical Learning.

Goldin, G., & Steingold, N. (2001). Systems of Representations and the Development of Mathematical Concepts. The Roles of Representation in School Mathematics, 1–23. Retrieved from,5%5Cnpapers2://publication/uuid/00467FED-5653-4FF8-B71F-0EE20D64800C

Hwang, W., & Chen, N. (2007). Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System Jian-Jie Dung Yi-Lun Yang, 10, 191–212.

Janvier, C. (1987). Problems of Representation in the Teaching and Learning of Mathematics. London: Lawrence Erlbaum Associates Publishers.

Kalathil, R. R., & Sherin, M. G. (2000). Role of students’ representations in the mathematics classroom. In In International Conference of the Learning Sciences: Facing the Challenges of Complex Realworld Settings (p. 27). Mahwah, NJ: Erlbaum.

Kaput, J. J. (1987). Toward a theory of symbol use in mathematics. In C. Janvier (Ed.), Problems of Representation in Mathematics Learning and Problem Solving. Hillsdale, NJ: Erlbaum., 159–195.

Kaput, J. J. (1989). Linking representations in the symbol systems of algebra. In: Wagner, S. and Kieran, C. Editors, Research Issues in the Learning and Teaching of Algebra Erlbaum, Hillsdale, NJ., 167–194.

Kemdikbud. (2014). Materi Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan Kementrian Pendidikan dan Kebudayaan.

Knuth, E. J. (2000). Student Understanding of the Cartesian Connection : An Exploratory Study, 31(4), 500–507.

Kriegler, B. S. (2007). Just What Is Algebraic Thinking ?, 1–11.

MacGregor, M., & Stacey, K. (1993). National Council of Teachers of Mathematics Cognitive Models Underlying Students ’ Formulation Of Simple Linear Equations, 24(3), 217–232.

NCTM. (2000). Principles and Standards for School Mathematics.

Pantziara, M., Gagatsis, A., & Elia, I. (2009). Using diagrams as tools for the solution of non-routine mathematical problems, 39–60.

Pape, S. J., & Tchoshanov, M. A. (2001). The role of representation (s) in developing mathematical understanding. Theory into Practice, 40(2), 118–127.

Post, T. R. (1988). Teaching Mathematics in Grades K-8. Research Based Methods. Boston, MA: Allyn and Bacon, Inc.

Rittle-Johnson, B., Siegler, R. ., & Alibali, M. . (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346–362.

Roth, W.-M., & Bowen, G. M. (2001). Professionals Read Graphs : A Semiotic Analysis. Journal for Research in Mathematics Education, 32(2), 159–194.

Sims-Knight, J. E., & Kaput, J. J. (1983). Misconceptions of algebraic symbols: Representations and Component Processes. In H. Helm & J.D. Novak (Eds.), Proceedings of the International Seminar: Misconceptions in Mathematics and Science, 477–488.

Zhang, J. (1997). The Nature Problem of External in Solving Representations, 21(2), 179–217.


  • There are currently no refbacks.

International Journal of Insight for Mathematics Teaching