TY  - JOUR
N2  - Learning about decimals is an important part in mathematics. However at the same time, decimals are known as the abstract numbers for students. Mostly in Indonesia, decimal is taught only as another notation for fractions or percentages. There are no meaningful references for them such as the use of concrete situations. This study aimed at investigating one situation that enables students to learn about decimals in a meaningful way, i.e. measurement activities. Design research was chosen to reach the research goal. Realistic Mathematics Education (RME) underlies the design of context and activities. Our findings are that the students could discover decimals and get meaningful situation from it. Measurement activities can promote the students' notion of decimals which, then, provoke the students' thinking into the idea of using number line as a model for placing the magnitude of decimals. Based on these findings, it is recommended that RME be implemented as an approach of teaching and learning decimals.
TI  - A Concrete Situation For Learning Decimals
SN  - 2407-0610
Y1  - 2011/07//
ID  - repository12704
UR  - http://ejournal.unsri.ac.id/index.php/jme/article/view/750 https://eric.ed.gov/?id=EJ1078572
AV  - public
IS  - 2
A1  - Pramudiani, Puri
A1  - Zulkardi, Zulkardi
A1  - Hartono, Yusuf
A1  - Amerom, Barbara A. Van
JF  - Journal on Mathematics Education
VL  - 2
KW  - Decimals
KW  - Design research
KW  - Number line
KW  - Realistic Mathematics Education (RME)
ER  -