Pengembangan Hipotesis Trayektori Pembelajaran Untuk Konsep Pecahan

Elisabet Ayunika Permata, Sari (2011) Pengembangan Hipotesis Trayektori Pembelajaran Untuk Konsep Pecahan. Matematika dan Pedidikan Karakter dalam Pembelajaran. ISSN 978-979-16353-6-3

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Abstract

Different meanings of fraction are one of many causes of difficulties on fraction learning. Although students could represent shaded area with a fraction properly, it does not mean that they grasped the meanings of fraction. Students should be given opportunities to explore the meanings of fractions found in contextual situations. Realistic mathematics approach is in line with such a paradigm. Contextual problems are not merely as the field of concept application but as the starting point to construct or extend the understanding of concept. Mathematical ideas which are potential to be constructed from contextual situations are developed into a hypothetical learning trajectory. This paper will discuss a hypothetical learning trajectory to extend understanding in learning fractions. Keywords: hypothetical learning trajectory, fractions, realistic mathematics

Item Type: Article
Uncontrolled Keywords: hypothetical learning trajectory, fractions, realistic mathematics
Subjects: Prosiding > Seminar Nasional Matematika dan Pendidikan Matematika 2011
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Pendidikan Matematika
Depositing User: Sarwo Hadi ꦱꦼꦠꦾꦤ
Date Deposited: 09 Nov 2012 01:33
Last Modified: 09 Nov 2012 01:33
URI: http://eprints.uny.ac.id/id/eprint/7373

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