September 16, 2025Open Access

Mathematical Semiotics in Primary Learning: Helping Prospective Teachers Understand Mathematical Representations

RPRatni PurwasihUniversitas Pgri Banyuwangi EIEdi IrawanMuhammadiyah University of Ponorogo SMSona MinasyanIndonesia University of Education

Key Points

Prospective elementary school teachers face challenges in understanding mathematical symbols, affecting their teaching.
Data collection involved semi-structured interviews and tests to analyze semiotic representations in problem solving.
Using a hermeneutic phenomenological design, experiences and thoughts of prospective teachers were explored through qualitative methods.
Findings highlight the need for enhanced semiotic training in teacher education programs to improve math teaching effectiveness.

Abstract

Mathematics learning in elementary schools is often faced with the challenge of bridging abstract concepts with participants' concrete experiences. One of the reasons is the difficulty in understanding and using mathematical signs and symbols appropriately. Semiotic representation of mathematics, which involves symbols, diagrams and notations as visual and conceptual aids, is an important approach in overcoming these challenges. This study aims to explore the ability of prospective elementary school teachers to understand and use semiotic representations of mathematics, especially in the context of number patterns. A qualitative approach with a hermeneutic phenomenological design was chosen to understand prospective teachers' experiences, views, and thought processes in interpreting and using mathematical symbols. The researcher used written tests and semi-structured interviews as data collection techniques to explore the semiotic representations used in mathematical problem solving. The participants were grouped based on the results of the initial ability test, and six of them were selected as research subjects. Data analysis used the Interpretive Phenomenology Analysis (IPA) method with the help of NVivo 14 Plus software, which allows researchers to systematically manage and analyze qualitative data. The results of this study are expected to provide insight into prospective teachers' understanding of symbolic representation in mathematics learning and the challenges they face, which can be the basis for designing more effective learning strategies in the context of mathematics education in primary schools. Using a descriptive qualitative approach, data were obtained through observation and analysis of problem solving activities involving symbolic and visual representations. The results of the study are expected to provide insight into the importance of semiotic training in prospective teacher education, so that they are able to convey mathematical concepts meaningfully and contextually.

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