Designing learning trajectory of circle using the context of Ferris wheel

Nur Lailatul Fitri(1), Rully Charitas Indra Prahmana(2*)

(1) Department of Master Program in Mathematics Education, Universitas Ahmad Dahlan, Yogyakarta
(2) Department of Master Program in Mathematics Education, Universitas Ahmad Dahlan, Yogyakarta
(*) Corresponding Author

Abstract

Ferris wheel is one amusement playground that resembles a giant spinning wheel. Many students are familiar with the Ferris wheel in the mini version of it at night market festivals. This is the potential for learning mathematics. Furthermore, there is a mathematical learning approach called Indonesian Realistic Mathematics Education (IRME) where students learn with contexts which are close to students' life as starting points. Therefore, this study aims to design a learning trajectory using the IRME approach with the Ferris wheel as the context in the learning process to support students' understanding of the learning about circles. The research method is design research that consists of three stages: preliminary design, design experiments, and retrospective analysis. The subjects were 20 eighth-grade students from one of the private Junior High School in Yogyakarta. The instruments used are videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The research result explores the learning trajectory practiced using the Ferris wheel as the context seen in the student's daily activities. The learning trajectory consists of four events, namely assembling the Ferris wheel, drawing an illustration of the Ferris wheel, making a list of the circle parts, and solving a problem related to the parts of the circle. Lastly, this study shows that learning trajectory activities have essential roles in supporting students' understanding of the concept of a circle.

Keywords

Circle, Design Research, Ferris Wheel, Indonesian Realistic Mathematics Education

Full Text:

PDF

References

Abdullah, A. H., Mokhtar, M., Abd Halim, N. D., Ali, D. F., Tahir, L. M., & Kohar, U. H. A. (2016). Mathematics teachers’ level of knowledge and practice on the implementation of higher-order thinking skills (HOTS). Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 3-17. https://doi.org/10.12973/eurasia.2017.00601a

Ahmad, S., Prahmana, R. C. I., Kenedi, A. K., Helsa, Y., Arianil, Y., & Zainil, M. (2018). The instruments of higher order thinking skills. Journal of Physics: Conference Series, 943(1), 012053. https://doi.org/10.1088/1742-6596/943/1/012053

Alberghi, S., Resta, L., & Gaudenzi, S. (2013). Experiencing mathematical modelling in an amusement park. Journal of Mathematical Modelling and Application, 1(8), 3–17.

Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. Journal of Physics: Conference Series, 812(1), 012100. https://doi.org/10.1088/1742-6596/812/1/012100

Akyuz, D. (2016). Mathematical practices in a technological setting: A design research experiment for teaching circle properties. International Journal of Science and Mathematics Education, 14(3), 549-573. https://doi.org/10.1007/s10763-014-9588-z

Bakker, A. (2018). Design Research in Education. London: Routledge.

Booth, J. L. (2011). Why can't students get the concept of math. Perspective on Language and Literacy, 37(2), 31-35.

Bruce, C. D. (2007). Student interaction in the math classroom stealing ideas or building understanding. What Works, 1-4. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/bruce.pdf

Budiarti, I. S., Suparmi, A., Sarwanto, & Harjana. (2017). Analyzes of students' higher order thinking skills of heat and temperature concept. Journal of Physics: Conference Series, 909(1), 012055. https://doi.org/10.1088/1742-6596/909/1/012055

Chianson, M. M., Kurumeh, M. S., & Obida, J. A. (2010). Effect of cooperative learning strategy on students’ retention in circle geometry in secondary schools in Benue State, Nigeria. American Journal of Scientific and Industrial Research, 2(1), 33-36. http://dx.doi.org/10.5251/ajsir.2011.2.1.33.36

Cobb, P., Zhao, Q., & Visnovska, J. (2008). Learning from and adapting the theory of realistic mathematics education. Éducation Et Didactique, 2(1), 105–124. https://doi.org/10.4000/educationdidactique.276

Erol, M., Buyuk, U., & TanikOnal, N. (2016). Rural Turkish students' reactions to learning science in a mobile laboratory. Educational Sciences: Theory and Practice, 16(1), 261-277. https://doi.org/10.12738/estp.2016.1.0171

Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In Jvd. Akker, K. Gravemeijer, S. Mckenney, & N. Nieveen (Eds.), Educational Design Research (pp. 17-51). London: Routledge.

Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950-971. https://doi.org/10.1111/bjet.12464

Indriani, N., & Julie, H. (2017). Developing learning trajectory on the circumference of a cycle with Realistic Mathematics Education (RME). AIP Conference Proceedings, 1868(1), 1–9. https://doi.org/10.1063/1.4995149

Júnior, A. J. de S., Alves, D. B., & de Moura, É. M. (2013). Mathematics Education in a Digital Culture. Journal of Mathematical Modelling and Application, 1(8), 32–41.

Kozikoğlu, İ. (2018). The examination of alignment between national assessment and English curriculum objectives using revised Bloom's Taxonomy. Educational Research Quarterly, 41(4), 50-77.

Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959

Lee, B., & Yun, Y. S. (2018). How do college students clarify five sample spaces for Bertrand’s chord problem?. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2067-2079. https://doi.org/10.29333/ejmste/86163

Lee, L., Lajoie, S. P., Poitras, E. G., Nkangu, M., & Doleck, T. (2017). Co-regulation and knowledge construction in an online synchronous problem based learning setting. Education and Information Technologies, 22(4), 1623-1650. https://doi.org/10.1007/s10639-016-9509-6

Marcelo, C., & Yot-Domínguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975-988. https://doi.org/10.1080/0309877X.2018.1429584

McCarthy, K. S., & Goldman, S. R. (2019). Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction, 60, 245-251. https://doi.org/10.1016/j.learninstruc.2017.12.004

Nurdiansyah & Prahmana, R. C. I. (2017). Pembelajaran keliling lingkaran menggunakan konteks gelas [Learning circumference of a circle using the context of glass]. Jurnal Riset Pendidikan Matematika, 4(2), 128-140. https://doi.org/10.21831/jrpm.v4i2.14829

Prahmana, R. C. I., Zulkardi, & Hartono, Y. (2012). Learning Multiplication Using Indonesian Traditional Game in Third Grade. Journal on Mathematics Education, 3(2), 115–132. https://doi.org/10.22342/jme.3.2.1931.115-132

Rejeki, S., & Putri, R. I. I. (2018). Models to support students' understanding of measuring area of circles. Journal of Physics: Conference Series, 948(1), 012058. https://doi.org/10.1088/1742-6596/948/1/012058

Russ, R. S. (2018). Characterizing teacher attention to student thinking: A role for epistemological messages. Journal of Research in Science Teaching, 55(1), 94-120. https://doi.org/10.1002/tea.21414

Stevens, I. E., & Moore, K. C. (2016). The Ferris wheel and justifications of curvature. Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 644-651. Tucson, AZ: The University of Arizona.

Tanujaya, B., Mumu, J., & Margono, G. (2017). The relationship between higher order thinking skills and academic performance of student in mathematics instruction. International Education Studies, 10(11), 78–85. https://doi.org/10.5539/ies.v10n11p78

Tarman, B., & Kuran, B. (2015). Examination of the cognitive level of questions in social studies textbooks and the views of teachers based on Bloom taxonomy*. Educational Sciences: Theory & Practice, 15(1), 213-222. https://doi.org/10.12738/estp.2015.1.2625

Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational Design Research. London: Routledge.

Verdina, R., & Gani, A. (2018). Improving students’ higher order thinking skills in thermochemistry concept using worksheets based on 2013 curriculum. Journal of Physics: Conference Series, 1088(1), 012105. https://doi.org/10.1088/1742-6596/1088/1/012105

Wijaya, A. (2008). Design research in mathematics education: Indonesian traditional games as means to support second graders’ learning of linear measurement. Thesis Utrecht University. Utrecht: Utrecht University.

Yono, S., Zulkardi, & Nurjannah. (2019). 8th grade student’s collaboration in circle material by using system lesson study for learning community. Journal of Physics: Conference Series, 1315(1), 012012. https://doi.org/10.1088/1742-6596/1315/1/012012

Article Metrics

Abstract view(s): 1237 time(s)
PDF: 826 time(s)

Refbacks

  • There are currently no refbacks.