Mathematical connection ability helps students to understand the concepts and the applications of mathematics, in this context, the teacher as an implementer of education has an important role to make a mathematical connection in their instruction. An ethnographic study was conducted to determine the teacher’s ability to make mathematical connections. A certified teacher with 30 years of teaching experience is observed and is interviewed to obtain the data. Data were analysed using thematic analysis. The findings show that the relationship between mathematics and everyday life arises as a mathematical connection in the form of different representations. When the teacher shows that a sentence can be another representation of a mathematical symbol, then those activity is a configuration of mathematical connection representation. In this study, the part-whole relationship is obtained not as a generalization but as a specific example. The relationship between ideas, facts, and concepts in mathematics appears in every construction, however, the process of knowledge construction is only carried out in the form of procedure and implication.
Braun, V., & Clarke, V. (2012). Thematic analysis (Vol. 2). (Cooper, Penyunt.) Washington (DC): American Psychological Association.
Businskas, A. M. (2008). Conversations about connections: How secondary mathematics teachers conceptualise and contend with mathematical connections. Burnaby: Unpublished. Retrieved from http://ir.lib.sfu.ca/handle/1892/10579
Denzin, N. K., & Lincoln, Y. S. (2017). The SAGE Handbook of Qualitative Research. Thousand Oaks: SAGE Publications, Inc.
Eiselt, H. A., & Sandblom, C. L. (2007). Linear Programming and its Applications. Verlag Berlin: Springer.
Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-shorting tasks. Mathematics Education Research Group of Australasia, 297-319.
Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2013, March 1). Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry. School Science and Mathematics, 113(3), 120-134.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). Boston: McGraw-Hill Companies, Inc.
García-García, J., & Dolores-Flores, C. (2017). Intra-mathematical connections made by high school students in performing Calculus tasks. International Journal of Mathematical Education in Science and Technology, 1-26.
Gonzalez, L., & Carter, K. (1996). Correspondence in cooperating teachers’ and student teachers’ interpretations of classroom events. Teaching and Teacher Education, 12(1), 39-47.
Gubi, A., Platton, P., & Nelson, A. (2008). Motivating students school psychologists as motivational change agents. National Association of School Psychologists, 37(4), 34-38.
Harste, J. C., & Burke, C. L. (1977). A New Hypothesis for Reading Teacher Research: Both the Teaching and Learning of Reading is Theoretically Based. Reading: Theory, Research, and Practice, 32-40.
Henson, R. K. (2001). Relationships between preservice teachers’ selfefficacy, task analysis, and classroom management beliefs. Southwest Educational Research Association, (page. 1-42). New Orleans,LA.
Islami, M. D., Sunardi, & Slamin. (2018). The Mathematical Connections Process of Junior High School Students with High and Low Logical Mathematical Intelligence in Solving Geometry Problems. International Journal of Advanced Engineering Research and Science (IJAERS), 5(4), 10-18. Retrieved from https://dx.doi.org/10.22161/ijaers.5.4.3
Jaijan, W., & Loipha, S. (2012). Making mathematical connections with transformations using open approach. HRD Journal, 3(1), 91-100.
Karakoç, G., & Alacacı, C. (2015). Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6(1), 31-46.
Kemendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 Tahun 2016 tentang Standar Proses Pendidikan Dasar dan Menengah.
Kim, J. S. (2005). The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Selfconcept, and Learning Strategies. Asia Pacific Education Review, 6(1), 7-19.
Korstjens, I., & Moser, A. (2017). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 1-5. Retrieved from https://doi.org/10.1080/13814788.2017.1375092
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128.
Lee, J.-E. (2012). Prospective Elementary Teachers’ Perceptions of Real-Life Connections Reflected in Posing and Evaluating Story Problems. Journal of Mathematics Teacher Education, 15(6), 429-452.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 565-578.
Lockwood, E. (2011). Student connections among counting problems: an exploration using actor-oriented transfer. Educ Stud Math, 307-322.
Matoušek, J., & Gärtner, B. (2007). Understanding and Using Linear Programming. Verlag Berlin Heidelberg : Springer.
Moon, K., Brenner, M. E., Jacob, B., & Okamoto, Y. (2013). Prospective secondary mathematics teachers’ understanding and cognitive difficulties in making connections among representations. Mathematical Thinking and Learning, 15(3), 201-227.
NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.
OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris, France: Author.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, 45, 369-378.
Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman.
Puteri, L. H. (2018). The Apperception Approach for Stimulating Student Learning Motivation. International Journal of Education, Training and Learning, 2(1), 7-12.
Rohmatullah. (2018). Revealing mathematical connection ability through problem posing activities. International Society for Engineers and Researchers (ISER), (hal. 29-33). Macau.
Rowland, T., Martyn, S., Barber, P., & Heal, C. (2000). Primary teacher trainees’ mathematics subject knowledge and classroom performance. Res Math Educ, 2, 3-18.
Santia, I., & Kusumaningrum, V. (2017). The mathematical connections of slow learner student a case study in inclusion class YBPK, kediri. Pancaran Pendidikan, 6(4), 41-48.
Ültanır, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195-212.
Ünal, Z., & Ünal, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 41-60.