Abstract
Many prior researches found that most of students in grade five tended to have difficulty in fully grasping the concept of volume measurement because they have to build their competence in spatial structuring. The unit of volume packing measurement must be integrated and coordinated in three-dimension. On the other hand, it is revealed the errors that students made on the volume measurement tasks with three dimensional cube arrays are related to some aspects of spatial visualization, such as the skill to "read off" two-dimensional representation of solid objects. For those reasons, this research is aimed to develop classroom activities with the use of spatial visualization tasks to support students' spatial structuring in learning volume measurement. Consequently, design research was chosen as an appropriate means to achieve this research goal. In this research, a sequence of instructional activities is designed and developed based on the hypothesis of students' learning processes. This research was conducted in grade 5 of SD Pupuk Sriwijaya Palembang, Indonesia. Keywords : volume measurement, spatial structuring, spatial visualization, design research.
Highlights
The students in grade 5 often have difficulty in fully grasping the concept of volume
Ben – Haim et al (1985) indicated the errors that students in grades 5-8 made on the volume measurement tasks with three dimensional cube arrays are related to some aspects of spatial visualization, such as the skill to "read" two-dimensional representation of solid objects
It indicates that the students need to practice with concrete tasks in which they can well perceive the constructed views of the organization of a three dimensional rectangular array made of unit cubes before engaging with its pictorial representation
Summary
The students in grade 5 often have difficulty in fully grasping the concept of volume In those grades is the transition period from primary to secondary education when more abstract methods for measuring volume are introduced. Ben – Haim et al (1985) indicated the errors that students in grades 5-8 made on the volume measurement tasks with three dimensional cube arrays are related to some aspects of spatial visualization, such as the skill to "read" two-dimensional representation of solid objects. Considering the important of that domain and realizing that lack of research about this domain in Indonesia, we designed a study to develop classroom activities, which RME underlies its design, with the use of spatial visualization tasks to support students’ spatial structuring in learning volume measurement in grade 5 elementary school of Indonesia. This study pose a question: How can spatial visualization tasks support students’ spatial structuring in learning volume measurement in grade 5?
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