Predicting Length Game to Help Students Understand Number Line for Decimals

DOI

10.2991/assehr.k.201230.184How to use a DOI?

Keywords

Decimal numbers, HLT, Measuring, Number line, RME

Abstract

In this study we developed an activity to foster students’ understanding on decimal numbers in number line. We tried out Hypothetical Learning Trajectory (HLT) with Realistic Mathematics Education (RME) framework to 4 students grade 5th. For this aim, we conducted design research method. Data of observation, interview, and written work were retrospective analyzed and reflected with the conjectures to evaluate the HLT of measuring lengths activity. We found out that before starting the lesson, students were already familiar with number line for integers, but not for decimal numbers. Then, our design meaasuring activity supported the teacher to introduce the students number line for decimals. The measuring with the paper strip also provoked students to see the representation of decimal numbers as lengths. The students made line segments on the number line and symbolized it with decimal numbers. In addition, the students could argue which number was closer to a decimal number. This shows that the students could relate to the magnitude of one-digit decimal numbers. The comparing problem also made them able to order decimal numbers on the number line.

Copyright

© 2021, 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  - Puji Astuti
AU  - Febrian Febrian
PY  - 2021
DA  - 2021/01/02
TI  - Predicting Length Game to Help Students Understand Number Line for Decimals
BT  - Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020)
PB  - Atlantis Press
SP  - 702
EP  - 706
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201230.184
DO  - 10.2991/assehr.k.201230.184
ID  - Astuti2021
ER  -