Integrating the Hypothetical Learning Trajectory with Realistic Mathematics to In-Service Teachers’ Professional Development

DOI

10.2991/icracos-19.2020.36How to use a DOI?

Keywords

component, formatting, style, styling, insert (key words)

Abstract

This study aimed at integrating the notion of Hypothetical Learning Trajectory (HLT) of teaching mathematics with Realistic Mathematics approach to in-service teachers’ Professional Development. We constructed a teachers’ training program to develop teachers’ understanding on designing mathematics lesson with Realistic Approach. 60 secondary teachers were participated in the workshop and all have contribution in designing lesson in 20 groups. Most teachers tried to follow the direction to develop lesson with regards students’ capacity that direct to one-way direction from teachers in which students’ action is based on teachers’ action. There were two groups of teachers consider to highlight hands on activity that lead to developing concept by using characteristics of Realistic Mathematics Education. We exemplify the process considering learning goals in lesson on similarities figures and exponential numbers.

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  - Rooselyna Ekawati
AU  - Atik Wintarti
AU  - Abadi
AU  - Ika Kurniasari
PY  - 2020/01
DA  - 2020/01
TI  - Integrating the Hypothetical Learning Trajectory with Realistic Mathematics to In-Service Teachers’ Professional Development
BT  - Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019)
PB  - Atlantis Press
SP  - 169
EP  - 171
SN  - 2352-5398
UR  - https://doi.org/10.2991/icracos-19.2020.36
DO  - 10.2991/icracos-19.2020.36
ID  - Ekawati2020/01
ER  -