Journal of Research and Advances in Mathematics Education

Volume 5, Issue 2, June 2020, pp. 175 – 186

DOI: 10.23917/jramathedu.v5i2.10286
p-ISSN: 2503-3697, e-ISSN: 2541-2590

Students’ visual thinking ability in solving the integral problem

Ummu Sholihah*, Maryono Maryono

Tadris Matematika, Institut Agama Islam Negeri Tulungagung, Indonesia

Corresponding author: [email protected]

ARTICLE INFO ABSTRACT

Article history: Visual thinking plays an essential role in solving problems and in
Received: 18 February 2020 learning mathematics. Many students do not understand how to
Revised: 21 May 2020 graphically or geometrically represent problems and solve algebra
Accepted: 25 May 2020 problems. Visual thinking is the ability, process, and results of creating,
Published online: 27 June interpreting, using, and imagining images and diagrams on paper or
2020 with technological tools, describing and communicating information
Published regularly: June and ideas, developing ideas, and understanding improvement. This
2020 research describes students’ visual thinking ability to solve integral
problems. The approach used in this study was descriptive qualitative.
The subjects in this study were three students from the Department of
Mathematics Education at the State Islamic Institute of Tulungagung.
The data were collected by using tests and interviews. The steps to
analyze the data were categorization, reduction, exposure,
Keywords: interpretation, and conclusion. Based on the analysis of students’ visual
Visualization, visual thinking, thinking skills in solving integral problems, there were three levels of
definite integral. visual thinking: semi-local visual, local visual, and global visual. At the
semi-local visual level, students could only understand algebraically,
and they have not shown it graphically at all. Meanwhile, at the local
visual level, they have already understood geometry as an alternative
language and been able graphically represented problems or concepts,
even though it was not perfectly done yet. While on a global visual level,
they could perfectly visualize visual thinking indicators, understand
algebra and geometry as alternative languages for problem-solving,
extract specific information from diagrams, graph problems, and use
them to solve problems perfectly.

©2020 Universitas Muhammadiyah Surakarta

Introduction
Mathematics learning in higher education plays a crucial role in the development of
thinking ability, problem-solving, and student independence. Mathematics learning in
higher education needs to be highlighted, in terms of understanding concepts correctly and
adequately, the mathematics of reasoning skills in techniques and methods in mathematics,
and the ability to learn independently. Understanding a mathematical concept is resulted
from constructing or reconstructing mathematical objects. The construction or
reconstruction takes place through activities in the form of mathematical actions,
processes, and objects organized in a scheme for solving a problem (Dubinsky, 2013). The
curriculum has great significance for teachers in any education system, as it often serves a

To cite this article:

Sholihah, U., & Maryono, M. (2020). Students’ visual thinking ability in solving the integral problem.
JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 175-186.
doi:https://doi.org/10.23917/jramathedu.v5i2.10286
 176 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186

book for teachers. Many teachers are still afraid of being creative in teaching activities and
not moving out of the prescribed curricula. The curriculum is still a subject to be completed
in each academic session (Umami, 2018). Some results of the studies showed that smart
students seem to prioritize the use of symbols and visualization that are not useful
(Tasman et al., 2016).
Visualization is an interesting area for researchers involved in mathematics
education. Visualization is a fundamental aspect of students’ understanding of
mathematical concepts (Arcavi, 2003; Stylianou, 2004). Their views on visualization
suggest that visual thinking can be an alternative. Students’ ability to work on mathematics,
and possibilities that make thinking about mathematics besides language and logical-
proportional thinking, are more traditional and contain traditional algebraic symbols. The
ability of visual thinking plays an important role, including the ability to make it easier to
understand complex problems, to simplify problems, to identify relationships with related
problems, rather than to perform calculations. Suharnan (2005) argues that students at the
formal level, where they can name a concept or acceptable attributes, can correctly give
examples of objects with these attributes and can indicate the reasons underlying the
definition, and can connect between representations to solve the problem.
Representation is as any sign, object, and character that stands for something other
than itself, and that is used to describe, depict, symbolize, encode, and/or represent
mathematical concepts and processes (Goldin, G., & Shteingold, 2001). The roles of
representation in mathematics learning are that: 1) representation helps students in
making sense of mathematics tasks and concepts; 2) representation facilitates students’
learning process; 3) representation helps students in managing and expressing their
thinking as well as making a mental model of their mathematical ideas; 4) representation
helps students understanding abstract mathematical concepts; and 5) being used to
mathematics problems with multiple representations helps students in analyzing problems
(Kang, R., & Liu, D, 2018). Suh et al. (2008) also explain that the students’ representations
can be a tool for teachers to interpret the students’ responses to a task in the classroom.
The learning method triggers students to work (learning by doing) based on daily
problems or contextual problems (Nufus, Duskri, & Kuala, 2018)
Visual thinking is the ability, process, and results of creating, interpreting, using, and
imagining images and diagrams on paper or with technological tools, describing and
communicating information and ideas, developing ideas, and understanding improvement.
(Arcavi, 2003). Visual thinking is also defined by Kurniawati (2013) as the ability to
visualize, transform, generalize, communicate, document, and reflect on objects. Stokes
(2001) describes visual thinking as the ability to transform information from many images,
graphics, or other forms that help to communicate information. Some studies highlighted
how important visual thinking (Güven & Kosa, 2008; Huang, 2013; Suharnan, 2005),
explaining that visual thinking could enhance memory and creative thinking skills in
learning mathematics, including calculus.
Calculus offers mathematics courses at the undergraduate. Two problems in calculus
are derivatives and integral. The integral of a function can be geometrically interpreted as
the area under the curve of the mathematical function f(x) plotted as a function of x.
However, many students have difficulty in understanding the concepts of integral calculus
(Mahir, 2009). It is for the desire of students who focus on integration practices by not
strengthening the understanding of the integral concept. Umami (2018) affirms that
educators should be patient in explaining integral procedures without understanding
wonderful concepts.

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In learning the Integral concept, students need to understand the number of areas,
boundaries, areas, and other concepts (Serhan, 2016). To understand integral concepts,
students must be able to relate previously related concepts to build their recent
knowledge. The Calculus textbook introduces integral as inverse-derivatives because
integrals are known as anti-derivative functions. When learning integrals, one must first
understand the concepts of limit and derivative. Therefore, educators must introduce
derivation before going into the integral.
In calculus, integrals are represented numerically, algebraically, graphically, and
verbally, so students understand the relationship between representations and develop
understanding concepts. One of them is by developing visual thinking skills. There are
several indicators of visual thinking: 1) to understand algebra and geometry as alternative
languages; 2) to extract specific information from diagrams; 3) to represent and interpret
problem (or concept) graphically; 4) to draw and use diagrams as an aid in problem-
solving; and 5) to understand mathematical transformations visually (Huang, 2013). The
level of visual thinking corresponds to the depth of information processing. According to
Sternberg (2008), there is no boundary between one level of information processing and
the next level. The level of student visual thinking is different for each person, activity, and
task. As Huang (2013) argues, there are three levels of students’ visual thinking abilities,
namely non-visual (NV), local-visual (LV), and global-visual (GV), with the characteristic
shown in Table 1.

Table 1
Visual thinking of three levels
Visual thinking abilities NV LV GV
to understand algebra and geometry as alternative languages ˟ ○ ○
to extract specific information from diagrams ˟ ○ ○
to represent and interpret problem (or concept) graphically ˟ △ ○
to draw and use diagrams as an aid in problem-solving ˟ △ ○
to understand mathematical transformations visually ˟ ○ ○
˟ denotes that students have not demonstrated the competency in the problem solving
△ denotes that students have not demonstrated the competency fully in the problem solving
○ denotes that students demonstrated the competency completely in the problem solving

Subsequently, based on the characteristics of the existing levels, the researchers

performed observations to find out the visual thinking skills of students of the Mathematics
Education at the State Islamic Institute of Tulungagung, Indonesia. Based on the
observation, the features of the students’ visual thinking are: (1) in solving problems,
students planned their thoughts to understand the problems. For example, the students
said that after reading the problem; the brain presented itself in its knowledge; (2)
students could edit the area using a graphical representation; (3) students could work
graphically and algebraically, but could not establish relationships; (4) students could
graphically represent and interpret problems; (5) prioritizing analytical thinking rather
than visual thinking; (6) understanding the relationship between integrals and area.
The observation also showed that some students did not satisfy the existing level of
indicators for visual thinking skills (Huang); students have demonstrated the competency
in the problem solving algebraically and geometrically, but not completely for all problems.
It is known that there was a positive relationship between visual thinking and problem
solving (Guler & Ciltas, 2011; Huang, 2013). Therefore, the description of students’ visual
thinking skills in more detail is needed, especially when solving problem areas of the
integrals with multiple representations. Hence, the main contribution of this research is

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 178 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186

provides an insight to improve the integral learning process, especially in solving integral
problems using various representations.

Research Methods
The approach used in this study was qualitative descriptive. The subjects selected
were six students of 35 students from the Department of Mathematics Education at the
State Islamic Institute of Tulungagung in the Academic Year of 2017/2018. The sampling
technique used was purposive sampling. The data were collected by using tests and
interviews. The test was used to determine students’ ability to think visually in solving
integral problems. The test comprised two integral problems. Besides, each interview
lasted about 40-50 minutes and was video-recorded and audio-taped.
The steps of analyzing data included reduction, presentation, and conclusions. All
activities were carried out in parallel during the process of collecting the data. The data
reduction activities on interview results were performed. Firstly, summarizing the
interview results in the form of note-taking the information from the students was done.
Secondly, sorting out the data between the most and least important based on indicators
had determined was carried out. Finally, the most important data were analyzed. The
interview’s main role was to reveal information about the ability of visual thinking in
solving the integral problem deeply. The data were presented in a descriptive based on the
reduction activities. It made it easier to understand what happened in the systematic
organization of the data. The conclusion drawing by the researcher should be supported by
valid data. In this phase, the conclusion would be based on the results of the analysis of the
whole data, and the test instrument of this study comprised of two problems, which are
shown below.
5
1. Using algebra and geometry to calculate −5 𝑥 + 3 𝑑𝑥.
2. Drawing the area R bounded by y = x + 6, y = x3 and 2y + x = 0. Then, the area of R was
calculated. (Instructions: divide R into 2)

Results and Discussion

Case 1. Student's visual thinking ability of the semi-local visual level
The semi-local visual subject (SLV) could only understand algebraically when solving
comprehensive problems with integrals. The subject did not show the ability to solve
problems fully as shown in Figure 1.

Figure 1. Algebraic answer for task 1 of the student with semi-local visual level

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 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186 179

5 1 2 5
In Figure 1, the subject wrote −5 𝑥 + 3 𝑑𝑥 = 2
.𝑥 + 3𝑥 𝑑𝑥 directly if dx was
−5
1 2 2
crossed. Then, he replaced the upper and lower bounds by 2
. (5) + 3.5 − 12 . (−5) +
3. (−5) . Even though it is procedurally correct, however, the conceptually is incorrect as
well as the solution. The subject drew only one line number with the value of the integral
limit of -5 and 5. After that, he joined both value although without meaning. The subject
showed difficulty in solving integral problems both algebraically and geometrically. He did
not really understand the concept of absolute value and referred to the integral concept of
problem-solving. He could graph the function but did not understand the meaning. The
subject could not represent problems or concepts graphically as shown in Figure 2.

Figure 2. Algebraic answer for task 1 of the student with semi-local visual level

In solving Problem 2, the subject wrote the function in table. For the equation,
𝑦 = 𝑥 + 6, if 𝑥 = 0,6,2,8 , then 𝑦 = 2,12,0,0 . For the equation, 𝑦 = 𝑥 3 , obtained
𝑥 = 0,1,2,1 by assuming 𝑦 = {0,1,8,1}. Then, for the equation, 2𝑦 + 𝑥 = 0, if 𝑥 =
0, −6,4,2 then 𝑦 = {−2,3,2,0}. Some answers were incorrect. It can be considered that the
subject was difficult to understand algebra and geometry as alternative languages. He could
not draw and use diagrams as an aid in solving problems properly. He asked a diagram
problem from a particular function which he did not know. It is consistent with the excerpt
of the interview as follows (R = researcher).

R : Can you explain how to solve number 2?

SLV : Actually, I do not understand mom
R : What is the meaning of x + 3 ?
SLV : What is mom, if there is an absolute value, the value is positive, if not wrong.
R : How you explain your work??
5
SLV : 5 1
−5
x + 3 dx = . x 2 + 3x dx (when reading the integral absolute value x + 3 dx, the
2 −5
absolute value is half x square plus 3x dx)
R : The absolute value is still there, is not it essential?
SLV : I do not understand mom; what about the absolute total value?
R : How do you replace it?
SLV : This limit is 5 and -5, so the upper and lower bounds replaced directly. Then the
denominator compared to it (pointing to the answer) so that the value is 25.
R : you can explain how?
SLV : I'm just a mom, the limit is -5 and 5

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 180 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186

Based on tests and interviews, the subject could understand the relationship between
area and integral. He could use the symbolic representation even though incomplete. He
still lacked the concept and unable to describe each provided function when he was
drawing. It can be considered that the subject performed the instrumental understanding.
This understanding is refer to the use of methods or rules without knowing the reason
(Skemp, 2013). The subject could solve the problem even though incomplete. This problem
is consistent with the earlier understanding and simple recognition of the image of the
topic studied (Suharnan, 2005). Suharnan stated that to find a correct solution, the subject
should understand and recognize the material.
The subject could develop visual methods to understand concepts and problems.
However, he could not determine the area based on the overall picture. In graphing and
interpreting the problem (the concept), the subject could not manipulate the area using
graphical representations correctly or incomplete. He was unable to draw the diagrams. It
showed that the subject has not understood the methods to transform the problem into the
images. Presmeg (2006) stated that visualization can solve mathematical problems,
especially mental images of subjects controlling student thinking. At this level, the standard
mental image has dominated in thinking while drawing graphics to solve problems. Based
on Huang's (2013) level of thinking, the subject did not met completely the existing
indicators; non-visual and the local visual level indicators. We called this characteristic by a
semi-local visual level (SLV). The apparent differences in the theme of solving problems or
explaining their method of thinking are supported by Van de Walle (2008). He stated that
no one think geometry ideas in the same way because everyone can grow and develop their
ability to think in geometry.

Case 2. Student's visual thinking ability of the local visual level

The local visual subject (LV) showed the ability to solve problems even though the
graph was incomplete. The subject understood algebra and geometry when solving
problems. However, she did not demonstrate his ability completely as shown in Figure 3
below.

Figure 3. Algebraic answer for task 1 of the student with local visual level

Figure 3 shows that the subject solved the problem directly by writing the integral
5 1 2 5
−5 𝑥 + 3 𝑑𝑥 = 2
.𝑥 + 3𝑥 . Then, she replaced the upper and lower limits, leaving the
−5
absolute value to the result. Hence, even though she could answer the integral problem,

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 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186 181

however, it is incomplete. The procedure is correct, however, the concept is incorrect. She
could represent problems both graphically and algebraically even though incomplete. The
subject understood the concept of absolute value, however, it was incomplete. It is
consistent with the excerpt of the interview.

R : Can you explain how to do number 1?

LV : I can only use that, mom.
R : Then what does it mean x + 3 ?
LV : What mom, if there is an absolute value, there is a positive value, there is negative
R : What is that supposed to be?
LV : For example, x = −x and x, maybe mom (with a smile)
R : How do you explain that now?
5
LV : 5 1
−5
x + 3 dx = . x 2 + 3x and then substitution
2 −5

In solving Problem 2, the subject wrote a function in table 𝑥 = {−6, −4, −2,0,2} for
the equation, 𝑦 = 𝑥 + 6 to obtain 𝑦 = 0,2,4,6,8 . For the equation 𝑦 = 𝑥 3 , where
𝑥 = 0,1,2, −1, −2 then 𝑦 = {0,1,8, −1 − 8, }. Finally, for the equation, 2𝑦 + 𝑥 = 0, because
of 𝑥 = {0,2,4, −2, −4} then 𝑦 = 0, −1, −2,1,2 . The answer of the subject of task 1 is shown
in Figure 4.

Figure 4. Graphic answer for task 1 of the student with local visual level

The subject could understand the relationship between range and integrals, but
incomplete. She could use symbolic representation even though incomplete. The
understanding of concepts of the subject is only recalling the material from a high school.
She could describe any function, however, it was incomplete. This characteristic is
confirmed by Suharnan (2005) and Sternberg (2008) which stated that recognizing
patterns is the first process to recognize a received stimulus. Once a pattern has been
identified, the pattern must be processed or organized.
The subject could also develop a visual method to find the concepts and problems.
She could measure the surface by determining the overall image. However, the solution
was incomplete. It can be seen that the next activity after knowing is the visualization.
Roam (2011) and Suharnan (2005) stated that this notion, visualization, is the stage of
processing visual inputs to bring back objects or events. In other words, students can
develop their ability to think in different geometric contexts to solve the integral problems.
Representations could be handled or resolved with graphics. The subject ability to
draw a topic chart was clear, however, it was still incomplete. She could not transform the
problem into images using a visual image or imagination that integrated into the image
experience with the theme of past and present problems. However, she could develop
visual methods to understand concepts and problems. The repetition of scanning

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information to achieve the correct visual input may occur in imaginary activities (Sholihah
& Asyhar, 2018) and should repeat purposely.

Case 3. Student's visual thinking ability of the global visual level

The global visual subject (GV) fulfilled the indicator of the creative thinking
completely. She could represent and drew problems or concepts in algebra and geometry.
The subject used his understanding of the concepts to solve problems as presented in
Figure 5.

Figure 5. Algebraic answer for task 1 of the student with global visual level

Figure 5 showed that the subject could solve the problem of the integral of the
absolute value algebraically. The solution steps were systematically and correct. The
subject understood the relationship between the domain and the integral. She also
understood the concept of the absolute value function well. The subject represented the
value of the function as shown in Figure 6.

Figure 6. Graphic answer for task 1 of the student with a global visual level

In Figure 6, the subject first created the coordinate points x and y, then created the
graph. Furthermore, she divided the area into two, A and B, which represent the two

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 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186 183

triangles. The subject then calculates the area of the triangle using the formula. The results
were 𝐴 = 2 and 𝐵 = 32. It can be seen that the subject has the ability to develop visual
methods to see concepts and problems better. The excerpt of the interview is consistent
with the analysis.

R : Please explain the solution geometrically

GV : The first, let’s assume I take the value of x = −5, −4, −3, −2, −1,0,1,2, 3,4,5,, so I get
f x = 2,1,0,1,2, 3,4,5,6,7,8, and then I draw like this, mom. And it looks like 2 triangles
R : Why is that?
1 1
GV : In this graph, I drew the area of a triangleA = . 2. 2 = 2 and B = .8 .8 = 32. The total area
2 2
is 34.

In Task 2, firstly, the subject found the intersection each equation. Then, she plotted
the graph to determine the area as shown in Figure 7.

Figure 7. Algebraic and graphic answer for task 2 of the student with global visual level

Figure 7 showed that the boundary of the area is 0, 2, -4, and 0. The next step was
completed the task by integrating the two areas. The solution showed that the subject
could represent the problem algebraically and geometrically. She was also performed well
on the procedurally. It means that the subject could manipulate and calculate all the steps
to solve the problem correctly. The subject also manipulates the area using graphical
representations according to the changes in integral symbols correctly. The subject
understood the concept of integrals very well. It is consistent with the results of the
following interview.

R : Explain the steps for solving the problem

GV : The first I find the intersection of each equation; (1) and (2); x 3 = x + 6; x 3 − x =
1 3
6; x x 2 − 1 = 6; x x − 1 x + 1 = 6; x = 2; then (1) and (3) x + 6 = − x; x = −6; x =
2 2
−4 ; the last (2) and (3)

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The topic has met all indicators of visual thinking. The subject could understand the
relationship between area and integral and could use the symbolic representation. The
subject could also describe any function completely. The students in this group were
different from those at the local-visual level in that they had to understand algebra and
geometry as alternative languages, represented and interpreted problems (or concept)
graphically, drew, used diagrams as an aid in problem-solving, and understood
mathematical transformations visually. This stimulus or activity input showed that an
image of the definition is a suitable visual input explanation. The information processing
proceeds from the input stimulus (Schunk Dale H., 2012). The subject explained the
relationship between the geometry, although it was not yet possible on a formal level based
on the information provided. The subject could solve the specified problem. The subject
could also develop visual methods to understand concepts and problems better. According
to Roam (2011) and Suharnan (2005), this notion is the stage of processing visual inputs to
bring back objects or events since everyone can grow and develop their ability to think in
different geometric contexts. Scanning to get information was carried out, as in the opinion
of Sternberg (2008) that drawing people’s attention is to scan information from active
memory. According to the data analysis, competencies of visual thinking in solving the
integral problem of each level are shown in Table 2.

Table 2
Competencies of the three levels of visual thinking
Visual thinking abilities SLV LV GV
to understand algebra and geometry as alternative languages △ ○ ○
to extract specific information from diagrams △ ○ ○
to represent and interpret problem (or concept) graphically ˟ △ ○
to draw and use diagrams as an aid in problem-solving ˟ △ ○
to understand mathematical transformations visually ˟ ○ ○
˟ denotes that students have not demonstrated the competency in the problem solving
△ denotes that students have not demonstrated the competency fully in the problem solving
○ denotes that students demonstrated the competency completely in the problem solving

In Table 2, it shows that the subject of the global visual level (GV) demonstrated the
competency in problem-solving completely. The subject of the local visual level (LV)
demonstrated the competency in understanding algebra and geometry as alternative
languages, extracting specific information from diagrams, understanding mathematical
transformations visually completely. However, the subject has not demonstrated the
competency in representing and interpreting problem (or concept) graphically, and
drawing and using diagrams as an aid in problem-solving completely. The last, the new
level of visual thinking, the semi-local visual level (SLV) subject did not satisfied with the
criteria of both existing visual thinking level. The subject has not demonstrated the
competency in understanding algebra and geometry as alternative languages and
extracting specific information from diagrams completely. Moreover, the subject has not
also demonstrated the competency to represent and interpret problems (or concept)
graphically, draw and use diagrams as an aid in problem-solving, and understand
mathematical transformations visually.

Conclusion
There was the characteristic (level) of subjects that differed from those that have
already existed. At a new level, it was the semi-local visual, the students could only
understand algebraically. They could not extract specific information from the diagram,

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 Journal of Research and Advances in Mathematics Education, 5(2), June 2020, 175-186 185

represent and interpret problems graphically, and draw/use the diagram as an aid in
problem-solving. At the local visual level, the subjects understood geometry as an
alternative language. They could graphically represent problems or concepts although it
was incomplete. Moreover, at a global visual level, students could meet visual thinking
indicators, and both understood algebra and geometry as alternative languages for
problem-solving completely. They could extract specific information from diagrams and
draw and use them to solve problems perfectly. The present research result suggests the
changes in learning models to provide materials or problems by considering various
representations. Hence, the development of the learning models or methods to improve the
students’ visual thinking of each level is a challenge for the researchers.

Acknowledgment
The researcher would like to thank the students of the Department of Mathematics
Education at the State Islamic Institute of Tulungagung for processing the data.

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