Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T07:40:28ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2012-11-09T01:33:20Z2012-11-09T01:33:20Zhttp://eprints.uny.ac.id/id/eprint/7373This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/73732012-11-09T01:33:20ZPengembangan Hipotesis Trayektori Pembelajaran Untuk Konsep PecahanDifferent 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 mathematicsSari Elisabet Ayunika Permata