Abstract
Previous studies have provided that when learning shapes for the first time, young children tend to use the prototype as the reference point for comparisons, but often fail when doing so since they do not yet think about the defining attributes or the geometric properties of the shapes. Most of the time, elementary students learn geometric properties of shapes only as empty verbal statements to be memorized, without any chance to experience the contepts meaningfully. In the light of it, a sequence of instructional activities along with computer manipulative was designed to support Indonesian third graders in constructing geometric properties of square, rectangle, and triangle. The aim of the present study is to develop a loval instructional theory to support third graders in constructing geometric properties of rectangle, square, and triangle. Thirty seven students of one third grade classes in SD Pupuk Sriwijaya Palembang, along with their class teacher, were involved in the study. Our findings suggest that the combination of computer and non-computer activities suppots third graders in constructing geometric properties of square, rectangle, and triangle in that it provides opportunities to the students to experience and to develop the concepts meaningfully while using their real experiences as the bases to attain a higher geometric thinking level. Key concepts: Geometric properties, rectangle, square, triangle, design research, realistic mathematics education  DOI : http://dx.doi.org/10.22342/jme.4.2.414.160-171
Highlights
Abstrak Banyak penelitian yang telah dilakukan menyatakan bahwa ketika siswa belajar bangun datar untuk pertama kalinya, siswa cenderung menggunakan purwarupa sebagai acuan dalam membandingkan sifat-sifat bangun datar, namun seringnya siswa gagal ketika melakukannya karena mereka belum berfikir tentang sifat-sifat geometri bangun datar
Based on the idea of logo turtle of Pappert (1980), in which its combination with non computer activities designed to help students abstract the notion of path already put into practice by Clements et al (1997) and empirically succeeds in providing a fertile environment for developing students’ geometric thinking of simple two dimensional figures, a sequence of activities along with a computer manipulative will be designed to support Indonesian third graders in constructing geometric properties of square, rectangle, and triangle
The structure of the shapes provided by the grids paper that is already grasped by the students could lead them to one conclusion that shape is invariant under rotation
Summary
Abstrak Banyak penelitian yang telah dilakukan menyatakan bahwa ketika siswa belajar bangun datar untuk pertama kalinya, siswa cenderung menggunakan purwarupa sebagai acuan dalam membandingkan sifat-sifat bangun datar, namun seringnya siswa gagal ketika melakukannya karena mereka belum berfikir tentang sifat-sifat geometri bangun datar. There is no study about how third graders, age 8-9, construct geometric properties of simple geometric figures, such as square, rectangle, and triangle, that they can use to develop their geometric thinking (Fuys et al, 1984) from level 0 (visualization) to level 1 (analysis) and later level 2 (abstraction) Studies in this area are really needed since in Indonesia, third grade is the first time for the students to deal with this kind of concept and it is a good opportunity to encourage the students to think mathematically and logically. Based on the idea of logo turtle of Pappert (1980), in which its combination with non computer activities designed to help students abstract the notion of path already put into practice by Clements et al (1997) and empirically succeeds in providing a fertile environment for developing students’ geometric thinking of simple two dimensional figures, a sequence of activities along with a computer manipulative will be designed to support Indonesian third graders in constructing geometric properties of square, rectangle, and triangle. All these four aspects are used as the bases on designing instructional activities and computer
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