Designing Hypothetical Learning Trajectory for Relation and Function Using Realistic Mathematics Education
Yuni Krisnawati1, Meiliasari Meiliasari1, Pinta Deniyanti Sampoerno2

Jakarta State University

Abstract

This study aims to develop a learning trajectory to help students build their understanding on Relation and Function. Underpinned by Realistic Mathematics Education (RME), the classroom activities used contextual problems of an Indonesian hail-ride mobile applications. Using Design Research methodology, the data were collected through classroom observation, students and teacher interviews and students work. The classroom observations were conducted to gather information about students prior knowledge of Relation and Functions. The observation shows students have difficulties working with Relation and Fuctions. For example, when the students were given some cases, they could not identify the proper function representing the cases. Students also struggled with contextual problems. This information underpinned the development of the learning trajectory that is focusing on developing students^ understanding on the concepts of Relation and Functions. The designed learning trajectory was tested involving six Grade 10 students. The results indicate that the classroom activities could help the students^ develop their understanding of the concept of Relation and Function.

Keywords: Design Research, Relation and Function, Hypothetical Learning Trajectory, Realistic Mathematics Education.

Topic: Mathematics Education