Di sampaikan pada Pelatihan Nasional PMRI Untuk Guru SMP Di Yogyakarta 3, 4, 5 Juni 2010
By : Dr. Marsigit M.A.
Reviewed by : Arlian Bety Anjaswari (Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )
Realistic mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the process matematisasi concrete to the abstract. Students should be given opportunities to construct and produce mathematics in a manner and language of their own.
We can examine the number rupture in junior high school mathematics learning through the formal position of the two sides of the split numbers in the context of curriculum and syllabus, and a review of substantive number rupture itself. In the curriculum development guidelines stated that in learning mathematics can be started with an introduction to issues appropriate to the situation (contextual problems). By asking a contextual problem, learners are gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned as follows:
1. Solve problems and find the concept of numbers contextual broke from contextual problems solved
2. Understand the concept of numbers broke out, explain the link between concept and apply the concept of numbers broke, flexibly, accurately, efficiently, and accurately in solving problems
3. Using the reasoning on the pattern and nature, to manipulate and make generalizations about the numbers broken
4. Communicating the concepts and use numbers broken
5. Having respect for the usefulness numbers break in daily life.
Type of having realistic characteristics buttom-up approach in which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process that is a model of the situation and to model mathematically. In the realistic model emerged from students informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself (Sugiman, 2007).
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