This study aims to identify the role of mathematical representation as a mediator between mathematical belief and problem solving. A quasi-experimental design was developed that included 426 Form 1 secondary school students. Respondents comprised 209 and 217 students in the treatment and control groups, respectively. SPSS 23.0, ANATES 4 and Amos 18 were used for data analysis. Findings indicated that mathematical representation plays a significant role as mediator between mathematical belief and arithmetic problem solving. The Realistic Mathematics Education (RME) approach successfully increased the arithmetic problem-solving ability of students.
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Yuanita et al. (2018) studied this question.
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