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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
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
FullText Text:
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  Data: Discovering the Power of Realistic Mathematics Education: A Hypothetical Learning Trajectory for Teaching Social Arithmetic
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  Data: <searchLink fieldCode="AR" term="%22Afifah+Zafirah%22">Afifah Zafirah</searchLink><br /><searchLink fieldCode="AR" term="%22Ahmad+Fauzan%22">Ahmad Fauzan</searchLink><br /><searchLink fieldCode="AR" term="%22Yerizon%22">Yerizon</searchLink><br /><searchLink fieldCode="AR" term="%22Randika+Irwa+Risky%22">Randika Irwa Risky</searchLink><br /><searchLink fieldCode="AR" term="%22Fardatil+Aini+Agusti%22">Fardatil Aini Agusti</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. 2025 17(6):151-194.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Data: 44
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2573-4377
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  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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      – Text: English
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        PageCount: 44
        StartPage: 151
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Junior High School Students
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      – SubjectFull: Grade 7
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      – SubjectFull: Indonesia
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      – TitleFull: Discovering the Power of Realistic Mathematics Education: A Hypothetical Learning Trajectory for Teaching Social Arithmetic
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            NameFull: Afifah Zafirah
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            NameFull: Fardatil Aini Agusti
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              Y: 2025
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