Developing a Model to Support Students in Solving Subtraction
| Main Authors: | Murdiyani, Nila Mareta , Zulkardi, Zulkardi, Ilma, Ratu, Van Galen, Frans , van Eerde, Dolly |
|---|---|
| Format: | Article PeerReviewed Lainnya |
| Terbitan: |
Indonesian Mathematical Society Journal on Mathematics Education
, 2013
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| Subjects: | |
| Online Access: |
http://eprints.unsri.ac.id/4108/1/567 http://ejournal.unsri.ac.id/index.php/jme/article/view/567 http://eprints.unsri.ac.id/4108/ |
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4108 |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title>Developing a Model to Support Students in Solving Subtraction</title><creator>Murdiyani, Nila Mareta </creator><creator>Zulkardi, Zulkardi</creator><creator>Ilma, Ratu</creator><creator>Van Galen, Frans </creator><creator>van Eerde, Dolly</creator><subject>L Education (General)</subject><description>Subtraction has two meanings and each meaning leads to the different strategies. The meaning of “taking away something” suggests a direct subtraction, while the meaning of “determining the difference between two numbers” is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and second strategy rarely appeared in the mathematical textbooks and teacher explanations, including in Indonesia. Therefore, this study was conducted to contribute to the development of a local instruction theory for subtraction by designing instructional activities that can facilitate first grade of primary school students to develop a model in solving two digit numbers subtraction. Consequently, design research was chosen as an appropriate approach for achieving the research aim and Realistic Mathematics Education (RME) was used as a guide to design the lesson. This study involved 6 students in the pilot experiment, 31 students in the teaching experiment, and a first grade teacher of SDN 179 Palembang. The result of this study shows that the beads string could bridge students from the contextual problems (taking ginger candies and making grains bracelets) to the use of the empty number line. It also shows that the empty number line could promote students to use different strategies (direct subtraction, indirect addition, and indirect subtraction) in solving subtraction problems. Based on these 
findings, it is recommended to apply RME in the teaching learning process to make it more meaningful for students. 
</description><publisher>Indonesian Mathematical Society Journal on Mathematics Education</publisher><date>2013-01</date><type>Journal:Article</type><type>PeerReview:PeerReviewed</type><type>Other:Other</type><identifier>http://eprints.unsri.ac.id/4108/1/567</identifier><relation>http://ejournal.unsri.ac.id/index.php/jme/article/view/567</relation><identifier>Murdiyani, Nila Mareta and Zulkardi, Zulkardi and Ilma, Ratu and Van Galen, Frans and van Eerde, Dolly (2013) Developing a Model to Support Students in Solving Subtraction. IndoMS. J.M.E, 4 (1). pp. 95-112. ISSN 2087-8885</identifier><relation>http://eprints.unsri.ac.id/4108/</relation><recordID>4108</recordID></dc>
|
| format |
Journal:Article Journal PeerReview:PeerReviewed PeerReview Other:Other Other |
| author |
Murdiyani, Nila Mareta Zulkardi, Zulkardi Ilma, Ratu Van Galen, Frans van Eerde, Dolly |
| title |
Developing a Model to Support Students in Solving Subtraction |
| publisher |
Indonesian Mathematical Society Journal on Mathematics Education |
| publishDate |
2013 |
| topic |
L Education (General) |
| url |
http://eprints.unsri.ac.id/4108/1/567 http://ejournal.unsri.ac.id/index.php/jme/article/view/567 http://eprints.unsri.ac.id/4108/ |
| contents |
Subtraction has two meanings and each meaning leads to the different strategies. The meaning of “taking away something” suggests a direct subtraction, while the meaning of “determining the difference between two numbers” is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and second strategy rarely appeared in the mathematical textbooks and teacher explanations, including in Indonesia. Therefore, this study was conducted to contribute to the development of a local instruction theory for subtraction by designing instructional activities that can facilitate first grade of primary school students to develop a model in solving two digit numbers subtraction. Consequently, design research was chosen as an appropriate approach for achieving the research aim and Realistic Mathematics Education (RME) was used as a guide to design the lesson. This study involved 6 students in the pilot experiment, 31 students in the teaching experiment, and a first grade teacher of SDN 179 Palembang. The result of this study shows that the beads string could bridge students from the contextual problems (taking ginger candies and making grains bracelets) to the use of the empty number line. It also shows that the empty number line could promote students to use different strategies (direct subtraction, indirect addition, and indirect subtraction) in solving subtraction problems. Based on these
findings, it is recommended to apply RME in the teaching learning process to make it more meaningful for students.
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