Abstract
Preliminary research showed the learning trajectory of fraction in the school that could not facilitate students to reinvent fraction concepts. Therefore, this research aimed to produce a hypothetical learning trajectory (HLT) for teaching fraction using realistic mathematics education (RME). The HLT was developed with a design research that consisted of a cyclic process of preparing for the experiment, conducting classroom experiment, and performing retrospective analysis. This study involved 25 students SMPN 1 Timpeh, Indonesia. Data were collected through student activity sheets, videotaping, field notes, and interviews. The data analysis technique used descriptive analysis techniques. The result showed HLT for teaching fraction using RME that could be help all of levels students. This HLT helped students to reinvent fraction concepts through horizontal and vertical mathematical processes. Finally, the HLT facilitated students to make their own models from informal to formal and improved the interactions between students and teachers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
