Developing Metacognitive and Discursive Activities in The Indonesian Mathematics Education

Christa Kaune, Elmar Cohors Fresenborg, Edyta Nowinska, Yansen Marpaung, Novi Handayani

Abstract


This article reports on the findings of a German-Indonesian feasibility study, which has been conducted to examine whether a more extensive pilot study could be successful. The objective of the pilot study is to enhance the mathematical skills of Indonesian students in the 7th class by increasing the number of students who can really understand the mathematical concepts and methods introduced in class. In order to achieve this, a learning environment for the introduction of integers was designed and implemented in class. During its implementation, a teaching style has been practised which encourages metacognitive and discursive activities in the students. In this paper the theoretical background for the construction of a comparing test is set out, several exercises are presented as examples and on the basis of student solutions, taken from the test, the effects of the innovative teaching is demonstrated.

 


Keywords


Metacognition; Microworlds; Mental models; Metaphors; Integers

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References


Adinawan, M. Cholik et. al. (2006). Mathematika untuk SMP KELAS VII Semester 1A. Jakarta: Erlanger.

Kaune, C. & Cohors-Fresenborg, E. (2011). Perjanjian untuk Berhitung. Buku Pegangan bagi Guru. Osnabrück: Forschungsinstitut für Mathematikdidaktik.

Kaune, C., Cohors-Fresenborg, E. & Nowinska, E. (2011). Development of metacognitive and discursive activities in Indonesian Maths Teaching. A theory based design and test of a learning environment. (in print)

Marsigit (2008). Mathematics for Junior High Scholl Year VII. Jakarta: Yudhistira.




DOI: https://doi.org/10.22342/jme.3.1.619.1-16

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Journal on Mathematics Education
Program S3(Doktor) Pendidikan Matematika FKIP Universitas Sriwijaya
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