International Master Program on Mathematics Education Sholarship

A consortium among University of Utrecht, the Netherlands and Surabaya State University (Unesa) and Sriwijaya University (Unsri) in Palembang, provides an opportunity for the Lecturers or the Candidates of New Academic Staff or (CTAB), and the teachers of mathematics with a sarjana degree in mathematics education or sarjana degree in mathematics to join International Master Program on Mathematics Education.

The program will be carried out for a period of 2 years and 2 months which is divided into 3 stages, namely 8 months in Indonesia (Unesa or Unsri), 1 year in the Netherlands (University of Utrecht), and 6 months for research and thesis writing in Indonesia.

Two professors, Jaap and Aad, taught IMPoME Studens

Two professors, Jaap den Hertog and Aad Godjjin from Utrecht University, The Netherlands, gave lectures to IMPoME students in Sriwijaya University at 7th to 9th September 2009. They taught about Didactic (Teaching-Learning Trajectory) and Geometry. The students studied from 08.00 am to 17.00 pm like students in Netherland because some of them will study there next year about realistic mathematics education. This class was not only for studying mathematics but also to selecting some candidates who will get experience in Frudental Institute.

PROPORTIONAL REASONING AMONG 7TH GRADE STUDENTS WITH DIFFERENT CURRICULAR EXPERIENCES

SUMMARY
PROPORTIONAL REASONING AMONG 7TH GRADE STUDENTS WITH DIFFERENT CURRICULAR EXPERIENCES
David Ben-Chaim, James T. Fey, William M. Fitzgerald, Catherine Benedetto and Jane Miller

1. INTRODUCTION
New curricula and teaching strategy have been developed for the topics of middle school mathematics. The Connected Mathematics Project (CMP) is one of the new middle grades curriculum projects to develop a complete mathematics curriculum with teacher support materials for grades six, seven, and eight. This curriculum is structured to develop students’ knowledge and understanding of mathematics that is organized around interesting problem settings. Students solve problems and observe patterns and relationships. The CMP curriculum treats the major areas of mathematics like number, geometry, measurement, algebra, statistics, and probability. In the seventh grade, three units deal with the ideas of similarity, ratio, and proportions and their applications. The approach in those units is to encourage students to construct their own procedures for doing rational number computations, solving proportions, and applying those skills to applied problem solving. Students collaborate in work on the problems, sharing through mathematical reflections, discussion, and journal writing.

In a traditional curriculum, each arithmetic operation is taught with a focus on developing student proficiency in well-defined computation algorithms to ensure speed and accuracy of execution. The text material provides problems and the teacher demonstrate the solutions to sample of problems to the students. After that, students solve problems according to the given format.

UNDERSTANDING THE CONCEPTS OF PROPORTION AND RATIO CONSTRUCTED BY TWO GRADE SIX STUDENTS

SUMMARY

UNDERSTANDING THE CONCEPTS OF PROPORTION AND RATIO CONSTRUCTED BY TWO GRADE SIX STUDENTS

Parmjith Singh

BACKGROUND

There are many students having problems with the basic concepts of fractions, rates and proportion and with problems involving these concepts. Students have difficulty reasoning multiplicatively that uses in proportion problems. They often use additive reasoning in solving a problems where multiplicative reasoning is required. This research tried to find ways to help students reason proportionally. They have a problem to identify a litany of task variables that affect problem difficulty. It is important to analyze mathematical structures and children’s solution processes in developmental precursors to the knowledge needed to function competently in a domain.

MULTIPLICATIVE SCHEMES IN PROPORTIONAL REASONING

To determine what knowledge was critical for understanding ratio and proportion is the goal of this analysis. There are two main issues to be discussed about multiplicative schemes and the nature of students’ proportional reasoning. There are three researches studying about multiplicative structure. First, Vergnaud (1983) researched about building multiplicative structure as consisting in simple and more complex situation of proportion. The analysis of students work and teaching situation are his approach. Second, Confrey (1995) doing approach to multiplicative structure is based on the idea of splitting where it is an action of duplicating and constructing simultaneous splits of an original. Steffe (1988) has argued that the key to students’ meaningful dealings with multiplication is its ability to iterate abstract composite units.

FRACTIONS, PERCENTAGES, DECIMALS AND PROPORTIONS

SUMMARY
Fractions, Percentages, Decimals and Proportions
A Learning-Teaching Trajectory for Grade 4,5 and 6
Frans van Galen, Els Feijs, Nisa Figueiredo, Koeno Gravemeijer, Els van Herpen and Ronald Keijzer

Core insights for proportion

Core insights
There are many forms of mathematical descriptions with fractions, percentages, decimals and proportions, and actually they have their own rules and procedures that students must do a lot of practices to remember them. The purpose of this article is to make a simple and narrower programme without mastering procedures but understanding the principles. Researchers refer to core insight for proportion by using contexts.

Proportions are everywhere

Students will find some problems about proportions like enlarging and reducing photos, prices comparisons, recipes, comparing probability, gears on mountain bike, shadows change, and graphs and diagrams. They already have some experience with proportions in the upper grades of primary school. This book, researchers explained general concept of proportion in grades 4-6. Proportion can be placed as fractions, percentages, and decimals. In the beginning of this chapter, researchers discuss the concept of direct proportions and then ratio table. After that, they move on the more problematic issues and finally will return to proportions. The end of this book tells about sketching out a learning-teaching trajectory.

CLASSROOM OBSERVATION REPORT (THE SECOND REPORT)

By. Zetra Hainul Putra

I INTRODUCTION

This first classroom observation report will tell about studying-learning process from the beginning to the ending that I did in the third grade at 23th july 2009 in MIN 1 Palembang at 2.00 pm. It explain about process at the classroom, including student activity, teamwork, and problem solving. Finally, I observed the goals after studying like result and conclusion. To know more about studying-learning process I asked teacher before and after teaching process and students after studying-learning process.

II START OF THE LESSON

The teacher started the lesson by reviewing the last lesson to know that students still remembered or not. After that, she introduced what lesson will be studied today about number symbol and name. Next, she asked me (Zetra) to continue studying-learning process.

SK-KD, Silabus,RPP dan Bahan Ajar

Standar Kompetensi dan Kompetensi Dasar kelas 3

Silabus

RPP

MEMBACA DAN MENULISKAN BILANGAN (Materi Ajar kelas III)

Class Reflection (Realistic Mathematics in grade 7)

Linier equation system is second subjects that IMPOME students discussed in Prof. Zulkardi class. Each students is given two projects which had been done by Junior High School students grade 7 in SMP 1 Palembang, and Their solution should be analyzed and made summery. The problems are how to obtain cost if two systems are know.

The firstproblem is in figure 1.

Figure 1

Let’s study mathematics from roof in fifth grade ! (Number theory, Triangle, Quadrilateral, Hexagon and Symmetry)

On June 2nd 2009, IMPOME Students studied mathematics about What a teacher can explain by roof? That class was lectured by Prof. Zulkardi, M.Sc and attended by 13 students. Students divided into 6 group to facilitate learning process and discussion. Each student was given 1 roof which is divided 12 sides, and they have same length. After that, Professor had students use their roofs as a learning model.

There are some subjects which can be used roof as learning model like number theory, Triangle, Quadrilateral, Hexagon, and Symmetry.

Realistic Mathematics in Snake and Stair Game

Addition and subtraction number concept is introduced to students since they are in grade 1 in elementary school. They study addition and subtraction for number 1 to 100. In grade 2 They study mixed number. For example, What is solution 26 + 4 – . . . = 8 ?. Almost students can not answer this question directly because it is abstract problem. Teacher must change it into real context which is easy for students to understand. In this article, writer introduces Snake and stair (Ular tangga) solution.

Snake and stair game is a game which is played by four students. Each student has a pawn, and he/she gets opportunity to shack cube. Cube has number 1 to 6. A student will put his/her pawn building on number in cub that he/she gets. Student’s cub which stand in stair will climb that stair but in snake will reduce, so they use mathematics process in this game.

Snake and Stair Game