The reflective abstraction of slow learner students reviewed based on gender.

Slow learner students cannot be seen physically, because there is no difference between slow learner students and normal students, physically. Even though they are classified as slow learners, of course they still have to have mathematical abilities which are indeed a support for the success of their studies. One of the mathematical abilities that determine other abilities is reflective abstraction. This research was conducted to determine the reflective abstraction of slow learner students in terms of gender. This study uses qualitative research with this phenomenological method is carried out for answer the research questions. This research was conducted in a private high school in South Bangka Regency, Province of Bangka Belitung Islands. Methods of data collection used in this research are observation, tests and interviews. The subjects involved were eight students, consist of four male slow learner students and four female slow learner students. With the implementation of this research, it is known that the reflective abstraction of slow learner students in each gender, both male and female slow learner students, reaches only at level 2 of reflective abstraction, or representation level. The results of this study provide additional knowledge for teachers and other researchers to pay more attention to slow learner students. The known slow learner student reflective abstraction, so that it can be used as a theoretical basis for other researchers to find solutions so that students' reflective abstraction can increase. [ABSTRACT FROM AUTHOR]