Scribd Logo
Upload

Welcome to Scribd!

  • 45 views

    The ICEBERG Approach of Learning Fractio

    Uploaded by

    Endah Nawang Wulan
    This document discusses the Iceberg Approach for teaching fractions in junior high school. It reflects on lesson study activities that teachers have conducted. The Iceberg Approach uses concrete, semi-concrete, and abstract representations to help students understand fractions. It also emphasizes showing relationships between concepts like division, fractions, decimals, and percents. Teachers need to develop clear understanding of the nature of school mathematics and constructivist teaching methods to effectively teach fractions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    The ICEBERG Approach of Learning Fractio

    Uploaded by

    Endah Nawang Wulan
    45 views39 pages
    This document discusses the Iceberg Approach for teaching fractions in junior high school. It reflects on lesson study activities that teachers have conducted. The Iceberg Approach uses concrete, semi-concrete, and abstract representations to help students understand fractions. It also emphasizes showing relationships between concepts like division, fractions, decimals, and percents. Teachers need to develop clear understanding of the nature of school mathematics and constructivist teaching methods to effectively teach fractions.

    Original Title

    The_ICEBERG_Approach_of_Learning_Fractio

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses the Iceberg Approach for teaching fractions in junior high school. It reflects on lesson study activities that teachers have conducted. The Iceberg Approach uses concrete, semi-concrete, and abstract representations to help students understand fractions. It also emphasizes showing relationships between concepts like division, fractions, decimals, and percents. Teachers need to develop clear understanding of the nature of school mathematics and constructivist teaching methods to effectively teach fractions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    45 views39 pages

    The ICEBERG Approach of Learning Fractio

    Uploaded by

    Endah Nawang Wulan
    This document discusses the Iceberg Approach for teaching fractions in junior high school. It reflects on lesson study activities that teachers have conducted. The Iceberg Approach uses concrete, semi-concrete, and abstract representations to help students understand fractions. It also emphasizes showing relationships between concepts like division, fractions, decimals, and percents. Teachers need to develop clear understanding of the nature of school mathematics and constructivist teaching methods to effectively teach fractions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 39

    The ICEBERG Approach of Learning

    Fractions in Junior High School: Teachers’


    Reflection Prior Lesson Study Activities

    10/20/2014
    APEC-Chiang Mai International Symposium IV

    Marsigit, Indonesia
    1 – 6 November 2010

    By
    Marsigit
    Yogyakarta State University
    Indonesia
    HERMENEUTICS OF LIFE
    Iceberg Approach in Realistics Mathematics
    (Moerlands, 2004 in Sutarto, 2008)

    10/20/2014
    Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia

    VOLCANO
    Indonesia

    ICEBERG
    West
    10/20/2014 Marsigit, Indonesia

    MOUNT OF KRAKATAU
    10/20/2014 Marsigit, Indonesia

    Mount of M E R A P I
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia

    Disaster

    Ammus-
    ing
    menon
    Pheno
    10/20/2014 By Marsigit, Indonesia

    Disaster

    Ammus-
    ing
    MATHEMATICS
    10/20/2014 BY Marsigit, Indonesia
    10/20/2014 By Marsigit, Indonesia
    PROBLEM OF MATH TEACHING
    IN INDONESIA

    10/20/2014
    Traditional Innovative

    BY Marsigit, Indonesia
    Teacher

    Students Constructive Teaching


    PROBLEM OF MATH TEACHING
    IN INDONESIA

    10/20/2014
    FORMAL SCHOOL
    MATH MATH

    By Marsigit, Indonesia
    Teacher

    Students Constructive Learning


    PHENOMENOLOGY
    (HUSSERL)

    10/20/2014
    Idealized

    Marsigit, Indonesia
    Abstracted

    Math
    Epoche
    Phenomena
    The Nature of School Math
    Inside your

    10/20/2014
    MIND Outside your MIND
    (Superserve) (Subserve)

    Marsigit, Indonesia
    3
    The Nature of Mathematics
    Inside Outside your MIND

    10/20/2014
    Your (Plural)
    MIND
    (Unique)

    Marsigit, Indonesia
    The Nature of School Math
    Inside your Outside your MIND

    10/20/2014
    MIND (synthetic/
    (analytic/co Correspondence)
    herence)

    Marsigit, Indonesia
    3 book + 2 book = 5 book

    3 pencil + 2 pencil = 5 pencil


    3+2=5
    3 book + 2 pencil = 5 ?

    3 book + 2 pencil = 5 ?
    The Nature of School Math
    Inside your Outside your MIND

    10/20/2014
    MIND (concret)
    (abstract)

    Marsigit, Indonesia
    X=30
    The Nature of School Math
    Inside your Outside your MIND

    10/20/2014
    MIND (Realistic
    (Realistic Math: Math:Horizontal)
    Vertical)

    Marsigit, Indonesia
    1
    ½
    ¼
    HERMENEUTICS OF
    THE ICEBERG APPROACH
    SCHOOL
    MATHEMATICS

    10/20/2014
    (EBBUT AND STRAKER, 1995)

    Marsigit, Indonesia
     1. Mathematics is a search for PATTERN and
    RELATIONSHIP

     2. Mathematics is PROBLEM SOLVING activity

     3. Mathematics is a mean of INVESTIGATION

     4. Mathematics is a mean of COMMUNICATION


    Iceberg Approach in Realistics Mathematics
    (Moerlands, 2004 in Sutarto, 2008)

    10/20/2014
    Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    10/20/2014 Marsigit, Indonesia
    CONCLUSION

    10/20/2014
    The teachers need to have clear
    picture of the NATURE OF

    Marsigit, Indonesia
    SCHOOL MATHEMATICS,
    REALISTICS MATHEMATICS,
    and CONSTRUCTIVE
    TEACHING
    10/20/2014
    The teachers need to organize
    presentation, demonstrate and

    Marsigit, Indonesia
    interconnected relationships
    between division, fractions,
    decimals, and percents (e.g.,
    physically divide a whole into
    five equal pieces)
    10/20/2014
    The teachers need to develop skills on using
    concrete materials (i.e., manipulatives)

    Marsigit, Indonesia
    before proceeding to semi-concrete
    materials (e.g., pictorial representations)
    before proceeding to abstract problems
    (e.g., numerical representation)
    10/20/2014
    The teachers need to develop
    methods to uncover the

    Marsigit, Indonesia
    variations of all problem types
    lead the students to make
    generalizations (e.g., that all
    fractions represent parts of a
    whole)
    10/20/2014
    The teacher need to develop
    various methods of teaching,

    Marsigit, Indonesia
    various learning resources,
    and various
    interaction/communication
    10/20/2014
    The teachers still have problems in
    developing concept acquisition of

    Marsigit, Indonesia
    fractions from mathematical world
    orientation to formal form of
    fraction.
    10/20/2014
    Material model of fraction and
    searching the relationship

    Marsigit, Indonesia
    help the teacher to develop
    method to encourage
    students to solve the
    problems of acquisition of the
    fractions.
    10/20/2014 Marsigit, Indonesia

    THANK YOU

    You might also like