The ICEBERG Approach of Learning Fractio

The ICEBERG Approach of Learning

Fractions in Junior High School:

Teachers’

Reflection Prior Lesson Study Activities

APEC-Chiang Mai International Symposium IV

1

–

6 November 2010

By

Marsigit

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

10/20/2014 Marsigit, Indonesia

ICEBERG

VOLCANO

W

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Indones

10/20/2014 Marsigit, Indonesia

MOUNT

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10/20/2014 Marsigit, Indonesia

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10/20/2014

Marsigit, Indonesia

Phen

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-ing

10/20/2014

By Marsigit, Indonesia

MA

THEMA

TICS

Ammus

-ing

P

ROBLEM OF

M

ATH

T

EACHING

I

N

I

NDONESIA

1

0

/2

0

/2

0

1

4

Traditional

Innovative

Teacher

Students

Constructive Teaching

BY

Marsigi

t,

Indo

P

ROBLEM OF

M

ATH

T

EACHING

I

N

I

NDONESIA

1 0 /2 0 /2 0 1 4

FORMAL

MATH

SCHOOL

MATH

Teacher

Students

Constructive Learning

P

HENOMENOLOGY

(H

USSERL

)

The Nature of School Math

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

Inside your

MIND

(Superserve)

Outside your MIND

(Subserve)

The Nature of Mathematics

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

Inside

Your

MIND

(Unique)

The Nature of School Math

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

Inside your

MIND

(analytic/co

herence)

Outside your MIND

(synthetic/

Correspondence)

3+2=5

3 book + 2 book = 5 book

3 pencil + 2 pencil = 5 pencil

3 book + 2 pencil = 5 ?

The Nature of School Math

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

Inside your

MIND

(abstract)

Outside your MIND

(concret)

The Nature of School Math

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

Inside your

MIND

(Realistic Math:

Vertical)

Outside your MIND

(Realistic

Math:Horizontal)

H

ERMENEUTICS OF

SCHOOL

MATHEMATICS

(E

BBUT AND

S

TRAKER

, 1995)



1. Mathematics is a search for PATTERN and

RELATIONSHIP



2. Mathematics is PROBLEM SOLVING activity



3. Mathematics is a mean of INVESTIGATION



4. Mathematics is a mean of COMMUNICATION

1 0 /2 0 /2 0 1 4 M a rsi g it, In d o n e sia

C

ONCLUSION

The teachers need to have clear

picture of the NATURE OF

SCHOOL MATHEMATICS,

REALISTICS MATHEMATICS,

and CONSTRUCTIVE

TEACHING

1

0

/2

0

/2

0

1

4

Mars

igit

,

Indones

The teachers need to organize

presentation, demonstrate and

interconnected relationships

between division, fractions,

decimals, and percents (e.g.,

physically divide a whole into

five equal pieces)

The teachers need to develop skills on using

concrete materials (i.e., manipulatives)

before proceeding to semi-concrete

materials (e.g., pictorial representations)

before proceeding to abstract problems

(e.g., numerical representation)

The teachers need to develop

methods to uncover the

variations of all problem types

lead the students to make

generalizations (e.g., that all

fractions represent parts of a

The teacher need to develop

various methods of teaching,

The teachers still have problems in

developing concept acquisition of

fractions from mathematical world

Material model of fraction and

searching the relationship

help the teacher to develop

method to encourage

students to solve the

T

HAN

K

Y

OU

