Cubaritme in the trajectory learning of multiplication concept

Abstract

Physiological structural disorders in blind students because blind people to have their own obstacles in constructing knowledge and developing conceptions of a mathematical object. As an abstract object of mathematics, it turns out that the concept of multiplication has great potential to be memorized rather than understood by the blind. To be able to teach and understand the concept of multiplication, a teacher needs a description of the possibility of learning trajectories that will be developed by students in achieving learning goals. Thus the teacher can make learning devices that are in accordance with the level of thinking that exists in the trajectory of student development. Therefore, the aim of this research is to describe the process and produce student learning trajectory in learning multiplication concepts using guided discovery. This research includes the type of design research with the Gravemeijer and Cobb’s model. This study produces a trajectory of learning the concept of multiplication of blind students by using guided discovery methods. The trajectory is obtained from the learning trajectory hypothesis which is designed through three stages, i.e preparing for the experiment, design experiment, and retrospective analysis. Based on the results of the study, it was found that in the trajectory of learning the concept of multiplication of students known they optimized tactile abilities when they used cubaritme in learning multiplication concepts. A tactile ability that is influenced by the perception of synthetic touch, helps students understand the concept of multiplication well and achieve the defined KKM.