Abstract
The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.
Highlights
Algebra is one of mathematics domains that should be learned by junior high school students, in Indonesia (Kemendikbud, 2013), and in other countries (Drijvers, 2003; Drijvers, Goddijn & Kindt, 2010; Katz, 2007)
In line with the previous studies (Jupri, Usdiyana & Sispiyati, 2019; 2020), we propose to use three principles of the Realistic Mathematics Education (RME) theory in the design process: the reality principle, the level principle, and the intertwinement principle
Based on the dot patterns observed in the first column, students can observe for instance the following number pattern on the right column: 1 = 1 3 = 1 + 2 6 = 1 + 2 + 3 10 = 1 + 2 + 3 + 4
Summary
Algebra is one of mathematics domains that should be learned by junior high school students, in Indonesia (Kemendikbud, 2013), and in other countries (Drijvers, 2003; Drijvers, Goddijn & Kindt, 2010; Katz, 2007). The learning sequence sometimes does not consider the relationship between the development of student thinking and the didactic of mathematics This current research proposes to design an algebra learning sequence, on the topic of number patterns, according to the domain specific theory of mathematics education, the theory of Realistic Mathematics Education (RME) (Van den Heuvel-Panhuizen & Drijvers, 2014). The RME theory is used because it is considered to be successful in guiding the design of learning materials for students in the Netherlands and has been adapted in the United States (Meyer, 2001) and other countries, including in Indonesia (Jupri, 2015; Jupri, Usdiyana, & Sispiyati, 2019; 2020; Sembiring, Hadi & Dolk, 2008) Taking this into account, this research aims to design an algebra learning sequence on the topic of number patterns using principles of the RME theory.
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