Mathematical Representation of Class IV Primary School Students in Solving TIMSS-Based Geometry Questions in Terms of Gender

Muh. Ikram Riswandi; Agustan  S; Sitti Fithriani  Saleh

doi:10.71435/742293

Authors

Muh. Ikram Riswandi Master of Basic Education, Postgraduate Program, Universitas Muhammadiyah Makassar
Agustan S Master of Basic Education, Postgraduate Program, Universitas Muhammadiyah Makassar
Sitti Fithriani Saleh Master of Basic Education, Postgraduate Program, Universitas Muhammadiyah Makassar

DOI:

https://doi.org/10.71435/742293

Keywords:

Geometry, Gender, Mathematical Representation, Elementary School, TIMSS

Abstract

This study aims to describe the mathematical representation abilities of fourth-grade elementary school students in solving TIMSS-based geometry problems, viewed through the lens of gender. The study employed a descriptive qualitative approach involving two subjects: one male student and one female student. Data were collected through written tests and interviews, then analyzed based on visual, symbolic, and verbal representations. Data validity was reinforced by comparing the students' work with the explanations provided during interviews. The results showed that the male student was able to draw a three-dimensional rectangular prism and accurately label its length, width, and height, though he did not present the front and side views separately. The female student was able to fully present the drawing of the rectangular prism, as well as its front and side views. Regarding symbolic representation, the male student was able to construct a mathematical model, apply formulas, and obtain the correct result, although the completeness of steps and precision regarding units needed improvement. The female student used symbols, operations, and units systematically and linked them to conceptual understanding. In terms of verbal representation, the male student provided a correct conclusion but offered a relatively brief written explanation, whereas the female student explained the steps, reasoning, and conclusion in a coherent manner. Overall, both subjects demonstrated good and interconnected mathematical representation abilities. These findings illustrate the tendencies of the subjects and cannot be generalized as a difference in ability based on gender.

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