The Nature of Mathematical Conceptual Understanding of Grade 6 Students on Weight Measurement Based on APOS Theory

Abstract

This research aims to study the nature of mathematical conceptual understanding of grade 6 students on weight measurement based on APOS theory. This study used the qualitative research method and presented as descriptive data analysis. The study groups of the students were identified and selected with a specific purpose. The research tools were as follows: (1) a multiple-choice mathematical proficiency test, with 20 questions on weight measurement; and (2) a task on weight measurement in the form of a subjective test with 20 questions. Regarding the data collection process, the students took a mathematical proficiency test on weight measurement and were divided into three groups, namely, top-level, middle-level, and low-level scores, and the 25% technique (1: 2: 1) was applied to test scores. Then, the students in each group were given a task on weight measurement, consisting of four levels on a conceptual understanding of mathematical concepts, following the APOS theory framework. The data was analyzed after being obtained from a focus group of nine sixth-grade students, and the students in the focus group were divided into four different levels on a conceptual understanding of mathematical concepts were interviewed. The results revealed the following: students achieved the action, process and object levels on weight measurement were illustrated by their words from the interviews; some students achieved the schema level on weight measurement in order to find the correct solution on weight measurement.