Student Semiotic Representation Skills in Solving Mathematics Problems

Wa Ode Dahiana, Tatang Herman, Elah Nurlaelah, Jerito Pereira


Representational transformation skills significantly influence students' success in problem-solving. Students who struggle with representational transformation skills are often less adept at utilizing mathematical ideas and relationships, and vice versa. Therefore, this study used a qualitative, descriptive-interpretive approach to examine students' semiotic representation skills when solving mathematical problems. The research was conducted in a Year 9 classroom in a public school in Bandung, Indonesia, with 30 participants divided into high, middle, and low-ability groups based on their level of mathematical ability. Data was collected using both test and interview techniques. The results indicated that students in the high and middle ability groups had adequate skills in algebraic treatment and conversion from algebra to geometry and verbal expression skills for constructing algebraic expressions and converting verbal statements into mathematical equations. In contrast, the low-ability group demonstrated a lack of semiotic representation skills in problem-solving. These findings highlight the importance of transformation and conversion skills in mathematical problem-solving activities and can be valuable information for teachers and observers of mathematics education.


representation skill semiotics, list representation semiotics, mathematical problems

Full Text:



Báez, A. M., Pérez-González, O. L., & Triana-Hernández, B. (2017). Propuesta didáctica basada en múltiples formas de representación semiótica de los objetos matemáticos para desarrollar el proceso de enseñanza aprendizaje del cálculo diferencial. Academia y Virtualidad, 10(2), 20–30.

Bassoi, T. (2006). 1 1 Representações do objeto matemático funções em aulas do ensino fundamental.

Creswell, J., &, & Poth, C. (2018). Qualitative inquiry & research design: Choosing among five approaches (fourth ed.). Sage Publications.

Danesi, M. (2004). Messages, signs, semiotics and meanings a basic textbook communication (3rd edition). Canadian Scholars' Press Inc.

Dewabrata, M. (2019). Hasil PISA 2018 Resmi diumumkan, Indonesia alami penurunan skor di setiap bidang.

Duval, R. (2017). Understanding the mathematical way of thinking - The registers of semiotic representations. In Understanding the Mathematical Way of Thinking - The Registers of Semiotic Representations.

Duval, R. (2000). Basic issues for research in mathematics education. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME), I, 55–69.

Fery, M. F., Wahyudin, & Tatang, H. (2017). Improving primary students mathematical literacy through problem based learning and direct instruction. Educational Research and Reviews, 12(4), 212–219.

Flores, A. (2002). Geometric representations in the transition from arithmetic to algebra. Representations and Mathematics Visualization, 9–29.

Gagatsis, A., & Shiakalli, M. (2004). Ability to translate from one representation of the concept of function to another and mathematical problem-solving. Educational Psychology, 24(5), 645–657.

Hitt, F. (1998). Difficulties in the articulation of different representations linked to the concept of function. Journal of Mathematical Behavior, 17(1), 123–134.

Johar, R., & Lubis, K. R. (2018). The analysis of students' mathematical representation errors in solving word problems related to graph. Jurnal Riset Pendidikan Matematika, 5(1), 96–107.

Juandi, D., & Jupri, A. (2013). Developing mathematical communication and representation of students grade VII: A design research. Jurnal Pengajaran MIPA, 18, 135–145.

Lesh, R., Behr, M., & Post, T. (1987). Rational number relations and proportions (C. Janvier (ed.)). Hillsdale, NJ: Lawrence Erlbaum.

Mullis, I.V.S., & Martin, M.O. (2019). TIMSS 2019 Assessment frameworks. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and IEA.

McGee, D. L., & Martinez-Planell, R. (2014). A Study of semiotic registers in the development of the definite integral of functions of two and three variables. International Journal of Science and Mathematics Education, 12(4), 883–916.

Pino-Fan, L. R., Guzmán, I., Duval, R., & Font, V. (2015). The theory of registers of semiotic representation and the onto-semiotic approach to mathematical cognition and instruction: linking looks for the study of mathematical understanding. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 33–40.

Silva, F. A. F., Santiago, M. M. L., & Dos Santos, M. C. (2014). Meanings and representations of rational numbers addressed in the national high school exam-ENEM. Bolema - Mathematics Education Bulletin, 28(50), 1485–1504.

Uzun, S. Ç., & Arslan, S. (2009). Semiotic representations skills of prospective elementary teachers related to mathematical concepts. Procedia - Social and Behavioral Sciences, 1(1), 741–745.


Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Copyright (c) 2023 Wa Ode Dahiana

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Didaktik Matematika

ISSN 2355–4185 (print) | 2548–8546 (online)

Published by:

Master Program of Mathematics Education incorporated with Himpunan Matematika Indonesia (Indonesian Mathematical Society/IndoMs)

Faculty of Teacher Training and Education

Universitas Syiah Kuala

Darussalam, Banda Aceh, Indonesia - 23111

Website : 
Email     : 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at