Developing a hypothetical learning trajectory of fraction based on RME for junior high school

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.