Supporting Students’ Computational Estimation Skill By Informal Dan Formal Stage Of Rounding Numbers

Maifa, Talisadika,Serrisanti (2014) Supporting Students’ Computational Estimation Skill By Informal Dan Formal Stage Of Rounding Numbers. In: Ratu Ilma (Eds).The Second South East Asia Design/ Development Research (SEA-DR) International Conference, April 26-27,2014, Unsri, Palembang, April 26th-27th,2014, Palembang.

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    Abstract

    Estimation is an important skill that should be owned by the students due to the relevancy to the everyday life computations. However, in reality students are better in doing exact computation rather than computational estimation. Students prefer to use the exact computation rather than estimation even when they were asked to estimate. This study aimed to acquire learning trajectory of computational estimation. The Indonesian Realistic Mathematics Education (PMRI) approach was applied to the subject of this study (i.e 4th grade students. Design research was chosen to reach the research goal by designed a Hypothetical Learning Trajectory (HLT) which is consists of three components: the goals of activity, the description of activity, and the conjectures of students’ thinking. The HLT is applied to 38 students at MIN 2 Palembang in two cycles, namely pilot experiment and teaching experiment. The results showed that the application of learning trajectory which is begin with informal and formal stage of rounding numbers can support students to use rounding strategy and to apply (use/find) compatible number strategy in solving computational estimation problems

    Item Type: Conference or Workshop Item (Keynote)
    Uncontrolled Keywords: Computational estimation, PMRI, compatible number strategy, rounding strategy, design research
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Mathematics Education
    Depositing User: Rudi Kule
    Date Deposited: 25 Feb 2015 14:33
    Last Modified: 25 Feb 2015 14:33
    URI: http://eprints.unsri.ac.id/id/eprint/5223

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