A Concrete Situation For Learning Decimals

Pramudiani, Puri and Zulkardi, Zulkardi and Hartono, Yusuf and Amerom, Barbara van (2011) A Concrete Situation For Learning Decimals. IndoMS. J.M.E, 2 (2). pp. 215-230. ISSN 2087-8885

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    Abstract

    Learning about decimals is an important part in mathematics. However at the same time, decimals are known as the abstract numbers for students. Mostly in Indonesia, decimal is taught only as another notation for fractions or percentages. There are no meaningful references for them such as the use of concrete situations. This study aimed at investigating one situation that enables students to learn about decimals in a meaningful way, i.e. measurement activities. Design research was chosen to reach the research goal. Realistic Mathematics Education (RME) underlies the design of context and activities. Our findings are that the students could discover decimals and get meaningful situation from it. Measurement activities can promote the students’ notion of decimals which, then, provoke the students’ thinking into the idea of using number line as a model for placing the magnitude of decimals. Based on these findings, it is recommended that RME be implemented as an approach of teaching and learning decimals.

    Item Type: Article
    Uncontrolled Keywords: decimals, Realistic Mathematics Education (RME), number line, design research
    Subjects: Q Science > QA Mathematics
    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: 15 Mar 2012 08:14
    Last Modified: 15 Mar 2012 08:54
    URI: http://eprints.unsri.ac.id/id/eprint/623

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