Abstract
This study aims to support student’s understanding of the properties of a bisector related to the area of the triangle. A context and a set of activities is design based on Realistic Mathematics Education (RME) theory to develop students’ understanding and to engage them in meaningful activities. Design research is chosen as the research approach with two cycles of experiment. A context of land subdivision problem was selected to activate students’ prior knowledge and to bring them into the activities. At First, the activities is presented in small group of mathematics students and in the regional mathematics competition as one of the final question for the finalists. Then, the second cycle is conducted in the classroom with students from mathematics education program in Universitas Ahmad Dahlan. The result showed that none of the students and finalists in the competition were able to solve the question because they do not have idea how to do land subdivision. They cannot use their prior knowledge of bisector to solve the problem. After revising the activities, in the classroom, all groups in the class were able to solve the problem. These activities are land subdivision with three different levels of difficulties and purposes.
Highlights
Many people keep questioning the importance of mathematics in their life and argue that it does not related directly in their life
Based on the statement of (OECD, 2012) (OECD, PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy., 2012), mathematical literacy is about students’ ability to identify, organize, solve, and interpret mathematical problems encountered in daily life
In Indonesia, students’ mathematical literacy is still considered low according to the result of PISA 2015 in which Indonesian students are only in 9th row from the bottom of the ranking table
Summary
Many people keep questioning the importance of mathematics in their life and argue that it does not related directly in their life. Most people do not know the application of mathematics in daily life even though mathematics has influence since it determines our ability and competences. The goal of mathematics education is to help students implementing mathematical concepts in their future life (Freudenthal, 1991); (K.W, 2011). This kind of competency is called mathematical literacy ( (Heuvel-Panhuizen, 1998); (J, 2006); (A, 2018)). Based on the statement of (OECD, 2012) (OECD, PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy., 2012), mathematical literacy is about students’ ability to identify, organize, solve, and interpret mathematical problems encountered in daily life. Mathematics education in Indonesia should focus more on how to develop students’ mathematical literacy
Sign-in/Register to view highlights & summary 
Published Version (
Free)
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.
