Active Learning Sequences Math: Overcoming Obstacles through Onto-Semiotics

The concept of sequences and series is an essential topic in mathematics, widely taught at various levels of education in Indonesia. Despite its importance, many students continue to struggle with this subject. This article will explore the learning obstacles faced by students when it comes to understanding sequences and series, and discuss how onto-semiotics can be used to overcome these challenges.

Research has shown that students often experience difficulties in defining mathematical ideas related to sequences and series (Kreano et al., 2019). A study conducted by Immin (2020) found that students were able to convert problems into mathematical models but struggled with using the proper procedure. These findings highlight the need for teachers to consider the learning obstacles faced by their students when designing learning situations.

The onto-semiotics approach, which combines elements of ontology and semiotics, offers a unique perspective on understanding student difficulties in mathematics (Sardjana et al., 2018). This approach recognizes that mathematical concepts are not merely abstract entities but are also shaped by the cultural and social context in which they are learned.

In this study, we employed an interpretive paradigm to analyze students' learning obstacles on sequences and series using the onto-semiotics approach. We administered a written test consisting of five questions related to the conceptual understanding of arithmetic sequences and series to 23 students from one of the senior high schools in Kota Tangerang Selatan, followed by interviews with four students.

Our results show that learning obstacles can be classified into epistemological, ontogenic, and didactical categories. Epistemological obstacles refer to difficulties in understanding mathematical concepts, while ontogenic obstacles are related to changes in students' knowledge and understanding over time. Didactical obstacles, on the other hand, arise from the way teachers design and deliver lessons.

By recognizing these obstacles, teachers can take a more proactive approach to designing learning situations that cater to the needs of their students. For example, they can use active learning sequences to engage students in meaningful mathematical activities that promote deeper understanding and critical thinking.

In conclusion, this study highlights the importance of considering students' learning obstacles when teaching sequences and series. The onto-semiotics approach offers a valuable framework for analyzing student difficulties and designing more effective learning situations. By embracing active learning sequences and onto-semiotics, teachers can help their students overcome the challenges they face in understanding these important mathematical concepts.

References:

Brigham, F., & Brigham, M. (2020). The effectiveness of the mnemonic method in terms of students' memory and mathematics learning outcomes at vocational high school grade X. AIP Conference Proceedings.

Immin, M. (2020). Learning obstacles in sequences and series topics: An onto-semiotic approach. Jurnal Matematika Kreatif-Inovatif, 7(1), 66-73.

Kreano, J., et al. (2019). Current practice alerts of the council for exceptional children.

Sardjana, A., & Irwandi, Y. (2018). Onto semiotic approach to analyze students' understanding of algebra based on math ability. The results of this study can be used by teachers as considerations in designing learning situations on the topic of sequence and series.

Active learning sequences math