Di sampaikan pada
Pelatihan Nasional PMRI Untuk GuruSMP
Di Yogyakarta
3, 4, 5 Juni 2010
By : Dr. Marsigit M.A.
Reviewed by : Nurmanita Prima Rahmawati (Mathematics Education Reguler 2009 at http://nurmanitaprima.blogspot.com)
Realistic Mathematics stressed to construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects
around can be used as a context for learning mathematics in building relevance of mathematics through social interaction. Concrete objects manipulated by students within the framework of efforts to support students in the process matematisasi concrete to abstract. Students should be given opportunities to construct and produce mathematics in a manner and language of their own. Necessary reflection activities of social activity that can occur integration and strengthening the relationship between subject of understanding the structure of mathematics.
For example we can examine the fractions in junior high school mathematics learning through two sides of the notch in the context of the formal curriculum and syllabus, and a review of substantive number rupture itself. Within guidelines noted that curriculum development in mathematics learning can be started with the introduction of a problem that fits the situation. With propose a contextual problem, learners are gradually guided to master math concepts. The purpose of learning fractions in school can stated as follows:
1. Solve contextual problems and find the concept of fractions contextual problems are solved.
2. Understand the concept of fractions, explain the link between concept and apply the concept of fractions, flexibly, accurately, efficiently, and appropriately in problem solving.
3. Using the reasoning on the pattern and nature, to manipulate and create generalizations about the fraction.
4. Communicating the concepts and use fractions.
5. Having respect for the usefulness numbers break in their daily lives.
Reflecting the above activities in learning the fractions can be concluded:
1. Students should be given opportunities to explore and reflect on the concept alternative ideas about fractions that affect learning next.
2. Students should be given opportunities to explore and gain pengetahauan new about fractions by establishing that knowledge to himself own.
3. Students should be given opportunities to acquire knowledge as a process changes include the addition, creation, modification, refinement, rearrangement and rejection.
4. Students should be given opportunities to acquire new knowledge about fractions which was built by students for itself derived from diverse set of experiences
5. Students should be given opportunities to understand, work and implement fractions.
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