An Empty Number Line to Develop Mental Arithmetic Strategies

Sari, Puspita (2013) An Empty Number Line to Develop Mental Arithmetic Strategies. In: Zulkardi(Eds). The First South East Asia Design/ Development Research (SEA-DR) International Conference, April 22nd-23rd, 2013, Unsri, Palembang.

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    Introducing the algorithm strategy prematurely without sufficient understanding of numbers could lead to student’s innumeracy, while constructing mental arithmetic strategies in a realistic approach is suggested as an alternative. Furthermore, an empty number line is found to be a powerful model to do mental arithmetic strategies flexibly. Therefore, the present research attempts to answer the question about the development of student’s learning process in constructing mental arithmetic strategies on an empty number line to solve addition problems. The question was answered by taking into account a design research methodology with two underpinning theories, i.e. (1) the Realistic Mathematics Education theory as a guide to develop a local instruction theory in a specific mathematical domain; and (2) the socio-constructivist analysis of instruction in which student’s learning processes were viewed from both the individual and the social perspective. The result shows that the use of context, model, students’ active contributions, and the role of the teacher could enhance students thinking in developing mental arithmetic strategies on an empty number line. However, an empty number line could also become meaningless for the development of student’s mental arithmetic strategies when the significance of number relations is forgotten in the classroom discussion. Keywords: mental strategies, number line

    Item Type: Conference or Workshop Item (Paper)
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Mathematics Education
    Depositing User: Prof. Dr. Zulkardi MIKomp.,MSc.
    Date Deposited: 22 Jul 2013 13:22
    Last Modified: 09 Nov 2013 21:47

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