USING NUMBER LINE TO SCAFFOLD STUDENTS IN LEARNING ADDITION MIXED NUMBERS
| Main Authors: | Windria, Hening, Zulkardi, ,, Hartono, Yusuf, Wijers, Monica, Eerde, Dolly van |
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| Format: | Proceeding PeerReviewed application/pdf |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
http://eprints.unsri.ac.id/5768/1/windria.pdf http://eprints.unsri.ac.id/5768/ |
Daftar Isi:
- Mixed numbers or fraction in general have been a problem for students. Students have difficulty not only understanding the concept of the numbers since its differences to natural number, but also they also have a difficulty in understanding the operation of it because students see the operation as the algorithm. That is why it is not surprising when they have more difficulty in learning mixed numbers operation such as addition. This research will address students’ problem in learning addition mixed numbers and fractions. Furthermore, the purpose of his research is to develop a theory and materials related to helping students to understand the notion of mixed numbers and their addition. In order to develop the theory, this research will use design research as the method. The data in this research is collected by generating the video recording of the classroom’s event, student’s written work, students’ result from pretest and posttest, the result of interview, and also the fields’ note from the observation. This data gathered throughout the teaching experiment in a group of four of fourth grade students in SD Pusri, Palembang. From the teaching experiment, it can be seen that in line with learning addition of fractions, students also need the understanding in equivalence fractions as the base of learning addition mixed numbers. Moreover, the experiment also shows that students also easily relate the addition of mixed numbers to addition of fractions when learning addition mixed numbers. Keywords: mixed numbers, number line, addition of mixed numbers, design research, realistic mathematics education