Investigating Indonesian Teachers' ZAD in the Representation of Fractions

DOI

10.2991/icli-17.2018.45How to use a DOI?

Keywords

ZAD, representing, fraction

Abstract

This article aims to formulate the alternative of coherently integrated steps of learning fractions for elementary schools based on the analysis of subjects' ability. The subjects consist of 33 university students (future elementary school teachers), 29 elementary teachers spread out in Indonesia, and an elementary school teacher model. The analyzed abilities are the possibilities of difficulty and misunderstanding, and the order of learning steps of the relevant topics. The subjects' abilities were seen as being in a Zone of Actual Development (ZAD). Data were taken from the procedures of fraction problem-solving, questionnaires consisting of open questions, and the description of the classroom learning that was then analyzed qualitatively. The results showed that based on the ZAD analysis, the subjects have not been able to integrate a concrete representation with the general properties of the symbolic representation. Such identification and the integrated literature review resulted in the formulation of a learning step called as Theoretical Discussion.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rustanto Rahardi
AU  - Edy Bambang Irawan
AU  - Santi Irawati
PY  - 2017/10
DA  - 2017/10
TI  - Investigating Indonesian Teachers' ZAD in the Representation of Fractions
BT  - Proceedings of the International Conference on Learning Innovation (ICLI 2017)
PB  - Atlantis Press
SP  - 241
EP  - 247
SN  - 2352-5398
UR  - https://doi.org/10.2991/icli-17.2018.45
DO  - 10.2991/icli-17.2018.45
ID  - Rahardi2017/10
ER  -