Supporting Fifth Graders in Learning Multiplication of Fraction with Whole Number

dc.creator	Cut Khairunnisa
dc.creator	Siti Maghfirotun Amin
dc.creator	Amin Dwi Juniati
dc.creator	Dede de Haan
dc.date	2012-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:33:13Z
dc.date.available	2015-07-20T22:33:13Z
dc.identifier	2087-8885
dc.identifier	https://doaj.org/article/ab98d73807914a86aaf1daf073022a9d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22632
dc.description	The meaning of fractions with integer multiplication is something thatis difficult to understand by students. They tend to think that theproduct it produces a larger number, while the multiplication offractions with integers, the result can be any number larger or smaller. This study is a research design that aims to develop a local instructional theory to support the students expand their understanding of the meaning of multiplication of fractions with integers. By applying the characteristics of realistic mathematics education (Realistic Mathematics Education), the researchers designed a series of instructional activities related to daily life, such as Indonesia prepares dishes and equitable distribution. Participants of this study were Grade 5 students from an elementary school in Surabaya, along with a mathematics teacher of that class. Some students of the class participated in the first cycle, in order to see how the design of the hypothetical learning trajectory (Hypothetical Learning Trajectory) is running. After going through several revisions, HLT is then implemented in all the other students in grade 5. The results showed that students' prior knowledge affect their learning process. The fractions solve multiplication problems with whole numbers, some students convert the integers to fractions and then use a fraction by a fraction multiplication procedure. The learning process begins with students exploring the contextual situation of fair division, where students extend their understanding that the fraction associated with the division and multiplication. One indicator that the student has broadened his understanding is the more varied representation of the given problem.
dc.language	English
dc.publisher	Indonesian Mathematical Society
dc.relation	http://jims-b.org/?download=44
dc.relation	https://doaj.org/toc/2087-8885
dc.source	Journal on Mathematics Education, Vol 3, Iss 1, Pp 71-86 (2012)
dc.subject	multiplication of fraction with whole number
dc.subject	RME
dc.subject	daily life situations
dc.subject	extend the understanding
dc.subject	initial knowledge
dc.subject	design research
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Supporting Fifth Graders in Learning Multiplication of Fraction with Whole Number
dc.type	article