SET A STRUCTURE OF OBJECTS WITH A HELP OF GROUPING TO TEN STRATEGY TO UNDERSTAND THE IDEA OF UNITIZING

Saliza Safta Assiti, Zulkardi Zulkardi, Darmawijoyo Darmawijoyo

Abstract


The intention of the present study is to know how the pupils can learn to make a group of ten to understand the idea of unitizing. The pupils were given a contextual problem “Counting the Beads in order to promote their understanding about the idea of unitizing. The process of
designing the problem was based on the 5 tenets of Indonesian Realistic Mathematics Education (IRME). The methods of this study was a design research. The researcher designed the Hypothetical Learning Trajectory (HLT) before conducting the lesson in the classroom. The result of this study showed that the pupils learned to make a group of any number then moved to make a group of twenty before using the group of ten as a strategy in finding the amount of the beads. The pupils set a structure of objects with a help of grouping to ten strategy to understand the idea of unitizing.


Keywords


Grouping to ten; IRME; unitizing

Full Text:

PDF

References


Bakker, A. (2004). Design Research in Statistics Education: On Symbolizing and Computer Tools. Utrecht: CD-ß Press.

Beswick, K. (2011). Putting Context in Context: An Examination of The Evidence for The Benefits of ‘Contextualized’ Tasks. International Journal of Science and Mathematics Education, 9, 367- 390.

Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do They Make Mathematics More “Real� Educational Studies in Mathematics, 25, 341-373.

Dolk, M., & Fosnot, C. T. (2001). Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction. Portsmouth: Heinemann.

Freudenthal, H. (1991). Revisiting Mathematics Education. Dordrecht: Kluwer Academic Publisher.

Fuson, K. C., (1990). Issues in Place-value and Multi-digit Addition and Subtraction Learning and Teaching. Journal for Research in Mathematics Education, 21, 273-280.

Gravemeijer, K., & Cobb, P. (2006). Design Research from the Learning Design Perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds), Educational Design Research (pp. 17-51). London: Routledge.

Gravemeijer, K., & Doorman, M. (1999). Context Problems in Realistic Mathematics Education: A Calculus Course as an Example. Educational Studies in Mathematics, 39, 111-129.

Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A Mathematician on Didactics and Curriculum Theory. Journal of Curriculum Studies, 32 (6), 777-796.

Kilpatrick, J., Swafford, J., Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. Washington DC: National Academy Press.

Menne, J. (2001). Jumping ahead: an innovative teaching programme. (komunikasi personal via email, October 24, 2011).

Planas, N., & Civil, M., (2002). Understanding Interruptions in the Mathematics Classroom: Implications for Equity. Mathematics Education Research Journal, 14 (3), 169-189.

Pramudiani, P., Zulkardi, Hartono, Y., van Amerom, B. (2011). A Concrete Situation for Learning Decimals. IndoMS-Journal on Mathematics Education, 2 (2), 215-230. Palembang: IndoMS.

Price, P. (2001). Using Place-value Blocks or a Computer to Teach Place-value Concepts. Doctoral Dissertation of Queensland University of Technology, (Online). (http://www.fmd.uniosnabrueck.

de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html).

Rumiati, R., & Wright, R. (2010). Assessing the Number Knowledge of Children in the First and Second Grade of an Indonesian School. In L. Sparrow, B. Kissane, & C. Hurst (Eds), Shaping the Future of Mathematics Education: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia. Freemantle: MERGA.

Thompson, I. (2000). Teaching Place Value in the UK: time for a re-appraisal? Educational Review, 52 (3), 291-298.

Zulkardi. (2002). Developing A Learning Environment on Realistic Mathematics Education for Indonesian Student Teachers. Enschede: University of Twente.

Zulkardi & Ilma, R. (2006). Mendesain Sendiri Soal Kontekstual Matematika. Prosiding KNM 13. Semarang: Universitas Negeri Semarang.




DOI: https://doi.org/10.22342/jme.4.2.556.204-211

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