Discovering the Power of Realistic Mathematics Education: A Hypothetical Learning Trajectory for Teaching Social Arithmetic
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| Title: | Discovering the Power of Realistic Mathematics Education: A Hypothetical Learning Trajectory for Teaching Social Arithmetic |
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| Language: | English |
| Authors: | Afifah Zafirah, Ahmad Fauzan, Yerizon, Randika Irwa Risky, Fardatil Aini Agusti |
| Source: | Mathematics Teaching Research Journal. 2025 17(6):151-194. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | Foreign Countries, Learning Trajectories, Arithmetic, Mathematics Instruction, Cognitive Processes, Junior High School Students, Grade 7 |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | The limited use of contextualized mathematical problem design in social arithmetic, particularly with concepts of profit and loss, restricts student opportunities to develop the mathematical skills needed to understand and solve real-world financial problems. This study aimed to analyze students' thought processes using a hypothetical learning trajectory (HLT). To learn social arithmetic concepts, the HLT consisted of three components: learning objectives, mathematical tasks, and learning process hypotheses. Employing the design research methodology, this study was conducted in three phases: initial design, experimental teaching, and retrospective analysis. Three seventh-grade students from a junior high school in Indonesia were selected according to their mathematical levels, determined by low, medium, and high scores. Various methods were used to collect data, including in-depth interviews, observations, video recordings, and analysis of student work during the implementation of the intervention. To ensure students' understanding of social arithmetic concepts, the teacher provided guidance during the mathematical learning process; the students were encouraged to act and express their opinions. The results of this study indicated that the learning process, which was sequentially arranged based on the activities included in the HLT, encouraged students to think mathematically. They could construct knowledge and improve their understanding of social arithmetic concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507687 |
| Database: | ERIC |
| Abstract: | The limited use of contextualized mathematical problem design in social arithmetic, particularly with concepts of profit and loss, restricts student opportunities to develop the mathematical skills needed to understand and solve real-world financial problems. This study aimed to analyze students' thought processes using a hypothetical learning trajectory (HLT). To learn social arithmetic concepts, the HLT consisted of three components: learning objectives, mathematical tasks, and learning process hypotheses. Employing the design research methodology, this study was conducted in three phases: initial design, experimental teaching, and retrospective analysis. Three seventh-grade students from a junior high school in Indonesia were selected according to their mathematical levels, determined by low, medium, and high scores. Various methods were used to collect data, including in-depth interviews, observations, video recordings, and analysis of student work during the implementation of the intervention. To ensure students' understanding of social arithmetic concepts, the teacher provided guidance during the mathematical learning process; the students were encouraged to act and express their opinions. The results of this study indicated that the learning process, which was sequentially arranged based on the activities included in the HLT, encouraged students to think mathematically. They could construct knowledge and improve their understanding of social arithmetic concepts. |
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| ISSN: | 2573-4377 |
