Read more
This research aimed to develop classroom activities that support students in learning Multiplication. Design research was chosen as an appropriate means to achieve this goal. Sequences of instructional activities are designed and developed based on the investigation of students' learning processes. Students' actual learning was compared with our conjectured in our Hypothetical Learning Trajectory (HLT). Around fifty-six students and two teachers in elementary school Indonesia (MIN 2 Palembang) involved in this research. The result of the teaching experiment showed that describing structured objects activity could stimulate students to see the configuration of objects, when students saw the configuration of objects. Through emergent modelling, students had idea to count in groups and did repeated addition as a strategy to determine the total number of objects. From the repeated addition, the idea 'add so many times' and the word 'times of', leads students to represent the repeated addition into multiplication sentence. Based on the result, it is recommended to provide structured objects for students, let them to see its configuration and let them to mathematize it.
About the author
Fridgo Tasman was born on April 12, 1986 in Padang, West Sumatera, Indonesia. He get his bachelor degree in mathematics education from Universitas Negeri Padang (UNP) in 2008 and his master degree from in Sriwijaya University in collaboration with Utrecht University in 2011. Now he active as mathematics lecture in UNP.
