The ability of students' visual thinking in solving integral problems

Abstract

Problem-solving is a high-level mental activity visualization has been an area of interest in a number of researchers concerned with mathematics education. Visual thinking is an important part of mathematical thinking. The purpose of this study will describe the ability of students' visual thinking in solving integral problems. This research uses a descriptive qualitative method by using purposive sampling technique. The results of this study show that there are three levels of visual ability. The first, the student in a non-visual is unable to representing and interpreting problems (concepts) graphically, however, be able algebraically but incomplete. The Second, the student in a local-visual is able to generate specific information on diagrams, however unable to drawing and using diagrams in problem-solving. The third, the student in global-visuals able to understand algebra and geometry as an alternative language and they indicate complete competence in problem-solving.