Reviewed by: Hafizh Praditya Mahardika/09301241001
Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction.mathematics is a human activity (human activities) and must be linked to reality. Thus, when students do activities to learn math so in his place matematisasi process. There are two kinds matematisasi, namely: (1) matematisasi horizontal and (2) matematisasi vertical. Matematisasi horizontal proceeds from the real world into the
mathematical symbols. In the development of curriculum guidelines mentioned in the learning of mathematics that can be started with an introduction to the problems according to the situation (contextual problems). By asking the contextual issues, learners gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned as follows: 1) Solve contextual problems and find the concept of numbers broke from the contextual problem is solved; 2) Understand the concept of numbers broke out, explain the link between concept and
apply the concept of numbers broke, flexibly, accurately, efficiently, and appropriately, in solving problems; 3) Using the reasoning in the pattern and nature, to manipulate and make generalizations about the numbers broken; 4) Communicating the concepts and use numbers broken; and 5) Has appreciate the usefulness of numbers broke attitude in daily life. Realistic types that have characteristic buttom-up approach
where students develop their own models and then the model is used
basis for developing formal mathematics. There are two kinds of models that occur
in the process that is a model of the situation (a model of situation) and a model for
mathematical (formal model for mathematics). In the realistic model arises from
students' informal strategies in response to real problems for later formulated
in formal mathematics, such a process is in accordance with the historical development of
mathematics itself. Reflecting the above activities in learning the Numbers Fractions through PMRI presumably Student: 1) Students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later; 2) Students should be given opportunities to explore and gain pengetahauan new fractions by establishing that knowledge to himself; 3) Students should be given opportunities to acquire knowledge as a process of change that includes the addition, creation, modification, refinement,
realignment and rejection; 4) Students should be given opportunities to acquire new knowledge about fractions built by students for itself derived from a set range of experience; 5) Students should be given opportunities to understand, work and implement the fractions.
mathematical symbols. In the development of curriculum guidelines mentioned in the learning of mathematics that can be started with an introduction to the problems according to the situation (contextual problems). By asking the contextual issues, learners gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned as follows: 1) Solve contextual problems and find the concept of numbers broke from the contextual problem is solved; 2) Understand the concept of numbers broke out, explain the link between concept and
apply the concept of numbers broke, flexibly, accurately, efficiently, and appropriately, in solving problems; 3) Using the reasoning in the pattern and nature, to manipulate and make generalizations about the numbers broken; 4) Communicating the concepts and use numbers broken; and 5) Has appreciate the usefulness of numbers broke attitude in daily life. Realistic types that have characteristic buttom-up approach
where students develop their own models and then the model is used
basis for developing formal mathematics. There are two kinds of models that occur
in the process that is a model of the situation (a model of situation) and a model for
mathematical (formal model for mathematics). In the realistic model arises from
students' informal strategies in response to real problems for later formulated
in formal mathematics, such a process is in accordance with the historical development of
mathematics itself. Reflecting the above activities in learning the Numbers Fractions through PMRI presumably Student: 1) Students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later; 2) Students should be given opportunities to explore and gain pengetahauan new fractions by establishing that knowledge to himself; 3) Students should be given opportunities to acquire knowledge as a process of change that includes the addition, creation, modification, refinement,
realignment and rejection; 4) Students should be given opportunities to acquire new knowledge about fractions built by students for itself derived from a set range of experience; 5) Students should be given opportunities to understand, work and implement the fractions.
Tidak ada komentar:
Posting Komentar