Hypothetical Learning Trajectory for First-Order Ordinary Differential Equations

DOI

10.2991/assehr.k.201209.245How to use a DOI?

Keywords

Ordinary Differential Equation, hypothetical learning trajectory, design research, iceberg, horizontal mathematics, vertical mathematics

Abstract

This research is a design research with the aim of designing student learning trajectories in first-order ordinary differential equations learning. There are three phases to be carried out in design research, namely the Preliminary Phase; Prototyping Phase; and Assessment Phase. However, the focus of the present research is only until the second stage, especially the expert validation stage, because the main objective of this research is to develop a learning trajectory for first-order ordinary differential equations. The results of this study are in the form of a hypothetical learning trajectory (HLT) designed using a realistic mathematics education (RME) approach. Based on the characteristics of RME, learning will begin with contextual problems. One of the contextual problems used in designing this HLT is the problem of population growth in Indonesia. In this case, students are invited to start by making a list of the factors that can affect the increase and decrease in population according to their understanding in everyday life. With the help of using iceberg, the learning process will move from horizontal mathematical to vertical mathematics which ends in the discovery of the first order differential equation model of the contextual problem

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yarman
AU  - Ahmad Fauzan
AU  - Armiati
AU  - Lufri
PY  - 2020
DA  - 2020/12/12
TI  - Hypothetical Learning Trajectory for First-Order Ordinary Differential Equations
BT  - Proceedings of the 2nd International Conference  Innovation in Education (ICoIE 2020)
PB  - Atlantis Press
SP  - 337
EP  - 341
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201209.245
DO  - 10.2991/assehr.k.201209.245
ID  - 2020
ER  -