Supporting Students’ First Conception about Addition of Integers through Number Line Activities for Third Grade Primary School
| Main Authors: | Dwi Pratiwi, Weni, M. Amin, Siti, Lukito, Agung, Van Galen, Frans |
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| Format: | Proceeding PeerReviewed application/pdf |
| Terbitan: |
, 2013
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| Subjects: | |
| Online Access: |
http://eprints.unsri.ac.id/2457/1/P54_Weni_476.pdf http://eprints.unsri.ac.id/2457/ |
Daftar Isi:
- Students’ first conception about negative numbers should be supported by a meaningful way of learning experienced by the students themselves. In Indonesia, the notion of negative numbers sometimes complicated because not every common contexts experienced by students in Indonesia. However, there are still some contexts can be used in understanding this concepts. Students may grasp the idea of negative numbers if it is learned through a familiar context to stimulate their common sense and intuition. Mostly in Indonesia, negative numbers is taught in formal way. This study aimed at investigating the students’ understanding about the notion of negative number through number line activities within the context of a ‘dice’ game. Design research was chosen to be the method to accomplish the goal of the study. Realistic Mathematics Education is used in designing the contexts and series of activities. Our findings are that the students can understand the concept of negative numbers through the number line activities and can relate the context to more formal way of learning negative numbers. Keywords: negative numbers, number line, dice game