Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia

Research Article

The Use of Realistic Mathematics Education Theory for Designing an Algebra Learning Sequence: The Case of Linear Equations in One Variable

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  • @INPROCEEDINGS{10.4108/eai.12-10-2019.2296410,
        author={Dian  Usdiyana and Al  Jupri and Ririn  Sispiyati},
        title={The Use of Realistic Mathematics Education Theory for Designing an Algebra Learning Sequence: The Case of Linear Equations in One Variable},
        proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia},
        publisher={EAI},
        proceedings_a={MSCEIS},
        year={2020},
        month={7},
        keywords={realistic mathematics education linear equations in one variable design research},
        doi={10.4108/eai.12-10-2019.2296410}
    }
    
  • Dian Usdiyana
    Al Jupri
    Ririn Sispiyati
    Year: 2020
    The Use of Realistic Mathematics Education Theory for Designing an Algebra Learning Sequence: The Case of Linear Equations in One Variable
    MSCEIS
    EAI
    DOI: 10.4108/eai.12-10-2019.2296410
Dian Usdiyana1,*, Al Jupri1, Ririn Sispiyati1
  • 1: Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia
*Contact email: dianusdy@upi.edu

Abstract

This research aims to design an algebra learning sequence on the topic of linear equations in one variable—which was taught in Junior High School. We used design research method to do this, and preliminary design phase in particular. First, we designed a sequence of daily life problems in order for students can be familiar with this. This sequence of problems was used for designing a learning sequence. Next, we designed a sequence of learning according to the theory of Realistic Mathematics Education as this theory provides meaningful mathematics for students. Finally, we discussed the design to obtain final learning sequence for a teaching experiment. We consider that the result of the learning design is better than the conventional learning sequence, and it is more meaningful for students.