Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)

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Unpacking Primary Teachers’ Initial Knowledge of Realistic Mathematics Education: A Case of Iceberg Model of Fraction Division

Authors
Evangelista L.W. Palupi1, *, Ahmad W. Kohar1, Rooselyna Ekawati1, Shofan Fiangga1, Masriyah Masriyah1
1Departement of Mathematics, Universitas Negeri Surabaya, Indonesia
*Corresponding author. Email: evangelistapalupi@unesa.ac.id
Corresponding Author
Evangelista L.W. Palupi
Available Online 4 January 2022.
DOI
10.2991/assehr.k.211229.038How to use a DOI?
Keywords
Realistic mathematics education; Fraction division; Inservice teacher; Iceberg
Abstract

Iceberg model of realistic mathematics education (RME) is known as a metaphor to illustrate how informal, pre-formal, and formal mathematical models and strategies are used by students to develop a “floating capacity” for the understanding of formal representations of mathematics. This is a survey study that explores Indonesian primary teachers’ initial knowledge of RME through iceberg model created for learning fraction division in primary classrooms. A total of forty-five elementary school teachers in Sidoarjo, Indonesia worked on a questionnaire about creating an RME iceberg in the initial agenda of teacher professional training. The created iceberg models were analysed based on the extent to which the learning stages meet the admitted learning trajectory of fraction division in RME. Results indicate the iceberg models created by the primary teachers tend to illustrate the skeleton of learning stages in formal mathematics, instead of pre-formal mathematics. Most of the teacher participants concern with providing a learning experience on the formal operation of fraction division at the beginning of learning stages followed by contextual learning experience, which is inversely related to the standard model of iceberg in RME.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
4 January 2022
ISBN
978-94-6239-505-3
ISSN
2352-5398
DOI
10.2991/assehr.k.211229.038How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

risenwbib
TY  - CONF
AU  - Evangelista L.W. Palupi
AU  - Ahmad W. Kohar
AU  - Rooselyna Ekawati
AU  - Shofan Fiangga
AU  - Masriyah Masriyah
PY  - 2022
DA  - 2022/01/04
TI  - Unpacking Primary Teachers’ Initial Knowledge of Realistic Mathematics Education: A Case of Iceberg Model of Fraction Division
BT  - Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021)
PB  - Atlantis Press
SP  - 245
EP  - 250
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211229.038
DO  - 10.2991/assehr.k.211229.038
ID  - Palupi2022
ER  -