Learning trajectory for teaching number patterns using RME approach in junior high schools

Abstract

This research aimed at developing a learning trajectory based on realistic mathematics education (RME) approach, for teaching number patterns to the students at grade eight junior high schools. The research employed design research approach proposed by Gravemeijer and Cobb. The activities of the research consisted of a cyclic process of preparing for the experiment, conducting the experiment, and retrospective analysis. The learning trajectory for teaching number patterns was designed during preparing for the experiment phase, and then it was validated by three math educators. It was tried out in a small group, followed by try out in a regular classroom during conducting the experiment phase. Retrospective analysis was conducted after each try out to improve the learning trajectory. 32 grade eight students of a junior high school in Padang were involved as the subjects of the research. Data were collected through observations, analyzing students’ works, videotaping, and test. Collected data were analyzed descriptively. Through this research we developed a RME-based learning trajectory for teaching number patterns. The learning trajectory reached the criteria of content and construct validity; reflected the state of the art RME, internally consistent, and potential to develop students’ reasoning. It also satisfied the criteria of practicality in which the learning trajectory worked as intended in the classrooms. The results of students’ works showed that the learning trajectory could also improve the students’ reasoning in learning number patterns.