Integrating the Hypothetical Learning Trajectory with Realistic Mathematics to In-Service Teachers’ Professional Development
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This study aimed at integrating the notion of Hypothetical Learning Trajectory (HLT) of teaching mathematics with Realistic Mathematics approach to in-service teachers’ Professional Development. We constructed a teachers’ training program to develop teachers’ understanding on designing mathematics lesson with Realistic Approach. 60 secondary teachers were participated in the workshop and all have contribution in designing lesson in 20 groups. Most teachers tried to follow the direction to develop lesson with regards students’ capacity that direct to one-way direction from teachers in which students’ action is based on teachers’ action. There were two groups of teachers consider to highlight hands on activity that lead to developing concept by using characteristics of Realistic Mathematics Education. We exemplify the process considering learning goals in lesson on similarities figures and exponential numbers.
- © 2020, the Authors. Published by Atlantis Press.
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- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rooselyna Ekawati AU - Atik Wintarti AU - Abadi AU - Ika Kurniasari PY - 2020/01 DA - 2020/01 TI - Integrating the Hypothetical Learning Trajectory with Realistic Mathematics to In-Service Teachers’ Professional Development BT - Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019) PB - Atlantis Press SP - 169 EP - 171 SN - 2352-5398 UR - https://doi.org/10.2991/icracos-19.2020.36 DO - 10.2991/icracos-19.2020.36 ID - Ekawati2020/01 ER -