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Abstract In learning mathematics mathematical connections ability is one of the mathematical ability that must be possessed by students. The strong connection between concepts in mathematics implies that mathematical connections ability also contains other mathematical aspects or vice versa. Viewing mathematics as a whole is very important in learning and thinking about connections between topics in mathematics. This study uses qualitative research methods with phenomenology research design types. The participants in this study were 8 middle school mathematics teachers who taught at different schools. This study uses a short interview form which consists of five open questions to determine the teacher’s understanding of mathematical connection ability. It was found that middle school math teachers had sufficient comprehensive and adequate knowledge of their views on mathematical connection ability, moreover there were also respondents who could not provide examples of mathematical problems that contained the characteristics of mathematical connection ability even though they were able to define what mathematical connection is. Likewise, the development of teachers in mathematical connection ability in learning is still limited to the scope of the relationship of mathematics with mathematics itself and mathematics with everyday life.
Siregar et al. (Tue,) studied this question.