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Nenden Octavarulia Shanty
Middle East Technical University, Ankara
Education Mathematics

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Rectangular Array Model Supporting Students' Spatial Structuring in Learning Multiplication Shanty, Nenden Octavarulia; Wijaya, Surya
Journal on Mathematics Education Vol 3, No 2 (2012)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.3.2.603.175-186

Abstract

We examine how rectangular array model can support students' spatial structuring in learning multiplication. To begin, we define what we mean by spatial structuring as the mental operation of constructing an organization or form for an object or set of objects. For that reason, the eggs problem was chosen as the starting point in which the students could recognize such an arrangement. Geoboard was also be used as a tool to visualize the array. This research focused on a design research that was conducted in Surya Institute Program (SIP) in which investigated 12 Papuan students (between 10 and 11 years old) in connecting rectangular array model with the idea of multiplication. The result showed that rectangular array model indeed support the students to count things more efficient, able to see the structural similarities of arrays and created spatial structures for sets of objects.
Design Research on Mathematics Education: Investigating The Progress of Indonesian Fifth Grade Students' Learning on Multiplication of Fractions With Natural Numbers Shanty, Nenden Octavarulia; Hartono, Yusuf; Ilma, Ratu; Haan, Dede de
Journal on Mathematics Education Vol 2, No 2 (2011)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.2.2.749.147-162

Abstract

This study aimed at investigating the progress of students' learning on multiplication fractions with natural numbers through the five activity levels based on Realistic Mathematics Education (RME) approach proposed by Streefland. Design research was chosen to achieve this research goal. In design research, the Hypothetical Learning Trajectory (HLT) plays important role as a design and research instrument. This HLT tested to thirty-seven students of grade five primary school (i.e.SDN 179 Palembang). The result of the classroom practices showed that measurement (length) activity could stimulate students’ to produce fractions as the first level in learning multiplication of fractions with natural numbers. Furthermore, strategies and tools used by the students in partitioning gradually be developed into a more formal mathematics in which number line be used as the model of measuring situation and the model for more formal reasoning. The number line then could bring the students to the last activity level, namely on the way to rules for multiplying fractions with natural numbers. Based on this findings, it is suggested that Streefland's five activity levels can be used as a guideline in learning multiplication of fractions with natural numbers in which the learning process become a more progressive learning.Keywords: multiplication fractions with natural numbers, measurement (length) activity, design research, Hypothetical Learning Trajectory, model of, model for
Investigating Students' Development of Learning Integer Concept and Integer Addition Shanty, Nenden Octavarulia
Journal on Mathematics Education Vol 7, No 2 (2016)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1050.893 KB) | DOI: 10.22342/jme.7.2.3538.57-72

Abstract

This research aimed at investigating students' development of learning integer concept and integer addition. The investigation was based on analyzing students' works in solving the given mathematical problems in each instructional activity designed based on Realistic Mathematics Education (RME) levels. Design research was chosen to achieve and to contribute in developing a local instruction theory for teaching and learning of integer concept and integer addition. In design research, the Hypothetical Learning Trajectory (HLT) plays important role as a design and research instrument. It was designed in the phase of preliminary design and tested to three students of grade six OASIS International School, Ankara – Turkey. The result of the experiments showed that temperature in the thermometer context could stimulate students’ informal knowledge of integer concept. Furthermore, strategies and tools used by the students in comparing and relating two temperatures were gradually be developed into a more formal mathematics. The representation of line inside thermometer which then called the number line could bring the students to the last activity levels, namely rules for adding integer, and became the model for more formal reasoning. Based on these findings, it can be concluded that students' learning integer concept and integer addition developed through RME levels.Keywords: integer concept, integer addition, Realistic Mathematics Education
Co-Authors Dede de Haan Ratu Ilma Indra Putri Surya Wijaya Yusuf Hartono