Aisyah, Purnama Dewi (2015) ANALYSING LESSON USING VARIATION THEORY AS AN ANALYTIC FRAMEWORK IN GEOMETRY SUBJECT OF GRADE X. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2015 (ICRIEMS 2015), Yogyakarta State University, 17-19 May 2015. ISSN 978-979-96880-8-8
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Abstract
Some Asian countries, such as China, Hong Kong, Singapore, Japan, and Korea has their dominance in the TIMSS and PISA for recent periods. It brings out the paradox since some experts of mathematics education identify that teaching learning process in those countries seems to be teacher-centered and conventional. Variation theory, promoted by Ference Marton and colleagues successfully breaks this paradox. It gives framework that the learners must experience variation in the critical feature of a concept, within limited space and time, in order for the concept to be learnable. To exemplify, this paper presents an analysis of Geometry subject of grade X based on variation theory as an analytic framework. Generally, it is used to link the theoretical and practical levels which would help teachers as facilitators in teaching learning process to get an illustration about how to operate this theory. Some steps that can be used to do this analysis are 1) Finding out what students’ ways of seeing, 2) Identifying critical features, 3) Finding the pattern of variations that can be used, and 4) Choosing strategy or approach to bring them out. Keywords: Variation Theory, Analytic Framework, Geometry Grade X
| Item Type: | Article |
|---|---|
| Subjects: | Prosiding > ICRIEMS 2015 > Mathematics & Mathematics Education |
| Divisions: | Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Pendidikan Matematika > Pendidikan Matematika |
| Depositing User: | Administrator |
| Date Deposited: | 08 Jul 2015 07:04 |
| Last Modified: | 08 Jul 2015 20:53 |
| URI: | http://eprints.uny.ac.id/id/eprint/22987 |
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