Zoom in: Exploring perceptions of the multiplication symbol (×) up close

DOI: https://doi.org/10.34007/jdm.v5i2.2281
Lia Ardiansari(1), Mohammad Sahrul Rozi(2), Shellyna Herdiyanti(3),


(1) Universitas Panca Marga Probolinggo, Probolinggo, East Java, Indonesia, 67271
(2) Universitas Panca Marga Probolinggo, Probolinggo, East Java, Indonesia, 67271
(3) Universitas Panca Marga Probolinggo, Probolinggo, East Java, Indonesia, 67271

Abstract


This study explored the perceptions of 51 prospective elementary school teachers selected using purposive sampling technique regarding the multiplication symbol (×) in arithmetic operations. Using a qualitative hermeneutic phenomenological approach, data were collected through task-based interviews administered to education students specializing in elementary education. The tasks were designed to explore candidates’ understanding and interpretation of the ‘×’ symbol, including uncovering conceptual images, understanding the ‘×’ symbol in different contexts, ability to represent the ‘×’ symbol, flexibility in relating the ‘×’ symbol among concepts, and problem-solving skills. Data analysis involved thematic coding and interpretive analysis to uncover patterns and insights into candidates’ cognitive frameworks. The findings revealed significant variation in candidates’ understanding of the ‘×’ symbol, influenced by their educational background and personal experiences with mathematics. This study highlights the need for improved mathematics instruction and curriculum design to equip future teachers with a deep and accurate understanding of arithmetic symbols, which is critical for effective mathematics teaching at the elementary level.

Keywords


Arithmetic operation; concept image; multiplication symbol; phenomenological hermeneutics; primary school teacher candidates

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DOI: https://doi.org/10.34007/jdm.v5i2.2281

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DOI: https://doi.org/10.34007/jdm.v5i2.2281

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