Rindu Alriavindrafunny


The first idea that must be understood by the students to learn the concept of concept of conservation of area is recomposing shape. In recomposing shape, the students will see the fact that the shape can be transformed into a different form without adding or losing the part of the shape. So the students could conclude that the area of the shape before and after recomposing remains the same. Therefore, this study will answer how the students understand the initial idea (recomposing shape) of the concept of conservation of area. The instructional activity which was made in this study is based on realistic mathematics education. The activity was created for third grade elementary school students in SD Al-Hikmah Surabaya. The third grade students were used since they have not learned about area measurement. So they could focus just on the shape without disturbance of the area formula. The result of this study suggest that students still need more similar activities to ensure their understanding toward the idea that recomposing shape will preserve the area of the shape.

Keywords: concept of conservation of area, initial understanding, recomposing shape

Full Text:



Bakker, A. (2004). Design Research in Statistics Education. On Symbolizing and ComputerTools. Amersfoort: Wilco Press.

Kordaki, M. (2003). The effect of tools of a computer microworld on students’ strategies regarding the concept of conservation of area. Educational Studies in Mathematics, 52, 177-209.

Kospentaris, G., Spyrou,P., and Lappas, D. (2011). Exploring students’ strategies in area conservation geometrical tasks. Educ Stud Math, 77, 105-127.



  • There are currently no refbacks.

Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139

p-ISSN: 2087-8885 | e-ISSN: 2407-0610

Creative Commons License
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats