Hamzah Upu, Djadir, Syahrullah Asyari
Revealing the students' mathematisaton process when they are solving a given problem is essential, because when they write a numeric such as 3/4, the teacher would not know what it meant without the students' expression (communication) of the meaning. This study investigated the mathematisation process of grade five students in solving contextual problems concerning fractions, viewed from a mathematics ability difference among three groups representing high, moderate and low mathematical ability. The research results reveal differences in the horizontal and vertical mathematisation process among the three groups. The subjects' actions cannot be split directly into two major consecutive parts that is the horizontal mathematisation process that occurs wholly at first and, then, is followed by the other process. This fact is in line with de Lange's research findings. © 2017 WIETE.
Universitas Negeri Makassar, Makassar, Indonesia
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