Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration

Artigo2025

Nursupiamin ORCID; Sutji Rochaminah; Pathuddin; Sukayasa; I Wayan Sudarsana

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Resumo

Background: Many students struggle to understand convergent sequences when they depend on only one form of mathematical representation, which limits how they interpret the idea of a sequence approaching its limit. Aim: This study explores how students who naturally rely on symbolic, visual, or verbal representations experience the process of solving convergent sequence problems. The goal is to understand how they construct meaning, the strategies they choose, and the points at which they feel uncertain when shifting between different modes of representation. Method: A descriptive phenomenological approach was used with seven participants selected through AHP–TOPSIS classification of Dominant Mathematical Representations. Data were gathered from written work, observations, and individual interviews, then analyzed using Colaizzi’s stages. Themes were refined through triangulation to ensure consistency and credibility. Results: Symbolic-oriented students tended to rely on procedural steps and showed little inclination to move beyond formulas. Students who preferred visual thinking used sketches to build intuition but hesitated when expressing their ideas in symbolic form. Those with a verbal orientation explained their reasoning narratively yet were less confident when formal notation was required. Across all participants, shifts between representations occurred rarely, and emotional responses—such as hesitation or relief—often accompanied these moments. Conclusion: The findings indicate that students’ understanding of convergence is shaped strongly by the representational mode they depend on. This limited flexibility suggests the need for instructional approaches that actively support transitions between symbolic, visual, and verbal representations so students can develop a more connected and meaningful understanding of convergent sequences

Dados da obra

Tipo: Artigo
Periódico: Journal of Advanced Sciences and Mathematics Education, v. 5, n. 2, p. 373-386
Editora: CV. FOUNDAE
Ano: 2025 (2025-12)
Idioma: en
Palavras-chave: convergent sequences; dmr; phenomenology; pre-service teachers; representation
DOI: 10.58524/jasme.v5i2.886
ISSN: 2798-1606, 2798-9852
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NURSUPIAMIN et al.. Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration. Journal of Advanced Sciences and Mathematics Education, v. 5, n. 2, p. 373-386, 2025. DOI: https://doi.org/10.58524/jasme.v5i2.886.

APA

Nursupiamin,, Rochaminah, S., Pathuddin,, Sukayasa,, & Sudarsana, I. W. (2025). Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration. Journal of Advanced Sciences and Mathematics Education, 5(2), 373-386. https://doi.org/10.58524/jasme.v5i2.886

BibTeX

@article{nursupiamin2025,
  author = {Nursupiamin and Rochaminah, Sutji and Pathuddin and Sukayasa and Sudarsana, I Wayan},
  title = {Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration},
  year = {2025},
  journal = {Journal of Advanced Sciences and Mathematics Education},
  volume = {5},
  number = {2},
  pages = {373-386},
  publisher = {CV. FOUNDAE},
  doi = {10.58524/jasme.v5i2.886},
  language = {en}
}

RIS

TY  - JOUR
AU  - Nursupiamin
AU  - Rochaminah, Sutji
AU  - Pathuddin
AU  - Sukayasa
AU  - Sudarsana, I Wayan
TI  - Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration
PY  - 2025
JO  - Journal of Advanced Sciences and Mathematics Education
VL  - 5
IS  - 2
SP  - 373
EP  - 386
DO  - 10.58524/jasme.v5i2.886
LA  - en
ER  -

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