Dian , Armanto and Max , Stephens (2011) Developing Learning Trajectory For Enhancing Students’ Relational Thinking. PROCEEDINGS International Seminar and the Fourth National Conference on Mathematics Education. ISSN 978-979-16353-7-0
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Abstract
Algebra is part of Mathematics learning in Indonesian curriculum. It takes one half of the teaching hours in senior high school, and one third in junior high school. However, the learning trajectory of Algebra needs to be improved because teachers teach computational thinking by applying paper-and-pencil strategy combining with the concepts-operations-example-drilling approach. Mathematics textbooks do not give enough guidance for teachers to conduct good activities in the classroom to promote algebraic thinking especially in the primary schools. To reach Indonesian Mathematics teaching goals, teachers should develop learning trajectories based on pedagogical and theoretical backgrounds. Teachers need to have knowledge of student’s developmental progressions and understanding of mathematics concepts and students’ thinking. Research shows that teachers’ knowledge of student’s mathematical development is related to their students’ achievement. In fostering a greater emphasis on algebraic thinking, teachers and textbooks need to work more closely together to develop a clearer learning trajectory. Having this algebraic thinking, students developed not only their own character of learning and thinking but also their attitude, attention and discipline. Key Words: Learning Trajectory, Relational Thinking
| Item Type: | Article |
|---|---|
| Subjects: | Prosiding > KNPM 2011 |
| Depositing User: | Jurusan Pendidikan Matematika |
| Date Deposited: | 09 Jul 2012 03:10 |
| Last Modified: | 09 Jul 2012 03:10 |
| URI: | http://eprints.uny.ac.id/id/eprint/1865 |
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