The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education

Hongki Julie, St. Suwarsono, Dwi Juniati

Abstract


There are three questions that will be answered in this study, namely (1) what are the contexts that can be used to introduce the meaning of multiplication of two fractions and to find the result of multiplying two fractions, (2) how to use these contexts to help students construct the understanding of the meaning of multiplication of two fractions and find the result of multiplying two fractions, and (3) what is the impact of the teaching-learning process that has been designed by researchers on the process of students' knowledge construction. Learning approach which was used in developing teaching materials about fractions is realistic mathematics approach. Lesson plan was created for fifth grade elementary school students. The type of research used is developmental research. According to Gravemeijer and Cobb (in Akker, Gravemeijer, McKeney, and Nieveen, 2006) there are three phases in development research, namely (1) preparation of the trial design, (2) the trial design, and (3) retrospective analysis. This paper presents the results of the first cycle of three cycles that have been planned.


Keywords


fractions; realistic mathematics education; design research

Full Text:

PDF

References


Akker, J. v. D., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Introduction Educational Design Research. In J. v. D. Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research. New York: Routledge Taylor and Francis Group.

Ayunika, El. P. S., Juniati, D., & Maesuri, S. P. (2012). Early Fractions Learning of 3rd Grade Students in SD Laboratorium Unesa. Journal Mathematics Education, 3, 17-28.

Fosnot, C. T. and Dolk, M. (2002). Young Mathematicians at Work: Constructing Fractions, Decimal, and Percents. Portsmouth: Heinemann.

Gravemeijer, K. P. E. (1994). Developing Realistic Mathematics Education. Utrecht: Freudenthal Institute.

Gravemeijer, K. P. E. (1991). An Instruction-Theoretical Reflection on the Use of Manipulative. In L. Steefland (Ed.), Realistic Mathematics Education in Primary School (pp. 57-76). Utrecht: CD-β Press.

Treffers, A. (1991). Didactical Background of a Mathematics Program for Primary Education. In L.

Steefland (Ed.), Realistic Mathematics Education in Primary School (pp. 21-56). Utrecht: CD-β Press.

Widjaja, W., Fauzan, A., dan Dolk, M. (2010). The Role of Contexts and Teacher’s Questioning to Enhance Students’ Thinking. Journal of Science and Mathematics Education in Southeast Asia, 33 (2), 168-186.




DOI: https://doi.org/10.22342/jme.4.2.415.172-187

Refbacks

  • 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
email: jme@unsri.ac.id
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