Radiusman, D. Juniati, S. Khabibah
Introduction. Abstraction is related to the process of manipulating and considering concepts, methods, or rules used in everyday life to understand mathematical concepts. On the other hand, anxiety is also one of the factors that hinder students' ability to understand mathematical concepts. Based on this, further research is needed to see the effect of mathematical anxiety on students' activities in manipulating or considering concepts, methods, or rules in solving problems using the CRA approach. Study participant and methods. Participants in this study were 58 fifth-grade students (aged 10 to 11 years) at an elementary school in Mataram City, Indonesia. Based on the results of the mathematics ability test and the results of the mathematics anxiety questionnaire, one student with low mathematics anxiety (LMA) and one student with high mathematics anxiety (HMA) were selected, both of whom had moderate mathematics abilities. Both subjects will be given activities using the CRA approach to represent fractions of the part-whole concept and add fractions using fraction objects of the part-whole concept. Furthermore, both subjects will be interviewed to describe the abstraction in both activities. Results. It can be found differences as well as similarities between LMA and HMA subjects in representing the fraction of the whole part concept and in carrying out fractional operations. In representing the fraction of the part whole concept, in the concrete phase, the LMA subject used a more advanced strategy (using three stages, namely the planning, process and results stages) than the HMA subject (using two stages, namely the process and results stages). This difference in strategy demonstrated that the LMA subject was more careful in determining the subject pieces while the HMA subject used more strategies that the subject believe would be successful in solving mathematical problems. In the problem of fractional operations, there are differences between LMA and HMA subjects in manipulating number expressions. Although the methods of manipulation carried out by the two subjects were different, both LMA and HMA carried out the right process and the results of the correct answer. Conclusion. The results show that anxiety affects students in certain dimensions, such as in the concrete phase in representing fractions and the abstract phase in completing fraction operations. In the concrete phase to represent fractions, subjects LMA have a cautious attitude in implementing the strategies used compared to subject HMA. In the fractional operations section, there were differences in manipulated fractional expressions in the abstract phase. © Radiusman, Dwi Juniati, Siti Khabibah, 2025 The author’s declared no conflicts of interest
Departement of Mathematics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia; Primary School Teacher Education Study Program, University of Mataram, Mataram, Indonesia; Departement of Mathematics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia; Departement of Mathematics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Surabaya, Indonesia
