Visualization Profile of Junior High School Students in Solving Geometry Problems Viewed from Gender Differences

Abstract

In solving mathematical problems, visualization has an important role in developing thinking, mathematical understanding, helping the transition of concrete thinking to abstract. This study aimed to describe the visualization process of junior high school students in solving geometry problems viewed from gender differences. The description of the student visualization process was based on the aspects of generation, inspection, transformation, and use. The methods of data collection in this study were conducted through test and interview. The result of the research showed that in generation aspect, male and female students made the picture according to the information of the problem which was given by relating it to the knowledge they had. In inspection aspect, male and female students applied the rules of Pythagoras theorem to determine one of its elements. In transformation aspect, female student changed the pattern of visual ideas into square shapes by translating the elements, while male student changed the pattern of visual ideas into triangular shapes. In use aspect, female student used a picture to check the result of the operation, while the male student did not use a picture to check the result of the operation. Thus, this visualization process was expected to provide information for teachers about the visualization process of junior high school students either male or female so as to assist teachers in designing learning.