Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik

Mathematical communication: Problem solving in teaching and learning mathematics


  • Noor Akmar Azlan Fakulti Sains dan Matematik, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
  • Mohd Faizal Nizam Lee Abdullah Fakulti Sains Dan Matematik, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia




Mathematics Communication, Bloom’s Taxonomy, Solving Problems, Critical Events, Focal Analysis, Preoccupational Analysis, Productive, Non Priductive


Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.


Download data is not yet available.


Aziz Omar, Sabri Ahmad & Tengku Zawawi Tengku Zainal (2006). Isu-isu dalam pendidikan matematik. Kuala Lumpur. Utusan Publications dan Distributions Sdn Bhd.

Clements, M. A. (1999). Language aspects of mathematical modelling in primary school. Proceedings of the Fourth Annual Conference of the Department of Science and Mathematics Education. Gadong: ETC Universiti Brunei Darussalam.

Kamaludin Ahmad (1996). Modul Pengajaran Matematik Sekolah Rendah : Pengajaran Pemusatan Murid Dan Berasaskan Konstruktivisme. Maktab Perguruan Mohd Khalid, Johor Bharu.

Mansor Ahmad Saman, Razali Mohamad & Shawaludin Anis (1995). Pengantar komunikasi. Penerbit USM. Pengajian Ilmu Kemanusian.

Mack, N., Woodsong, C., Macqueen, KM., Guest, G., & Namey, E., (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Research Triangle Park, NC: Family Health International.

Mohamad Najib Abdul Ghafar (1999). Penyelidikan Pendidikan. Skudai: Penerbitan Universiti Teknologi Malaysia.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM

Powell, A. B., Francisco, J. M., and Maher, C. A. (2003). An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data. Journal of Mathematical Behavior, 22(4), 405 – 435.

Sfard, A. (2001). There is more to discourse than meets the ears: looking at thinking as communication to learn more about mathematical learning. Educational Studies in Mathematics, 46(1-3), 13 – 57.

Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York: Cambridge University Press.

Sfard, A., and Kieran, C. (2001). Cognition as communication: rethinking learningby-talking through multi-faceted analysis of students’ mathematical interactions.
Mind, Culture, and Activity, 8(1), 42 – 76.




How to Cite

Azlan, N. A., & Abdullah, M. F. N. L. (2017). Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik: Mathematical communication: Problem solving in teaching and learning mathematics. Jurnal Pendidikan Sains Dan Matematik Malaysia, 7(1), 16–31. https://doi.org/10.37134/jpsmm.vol7.no1.2.2017