Chapter title: The Development of Learning Materials for PMRI by Siti M. Amin, Hongki Julie, Fokke Munk, Kees Hoogland
As the PMRI is
being developed, the needs for the learning material were increasing.
Furthermore, teachers involved in PMRI project workshop even asked for those
materials several times. This was why PMRI team decided to commence developing the materials based on PMRI.
The first materials
were initiated by four adapting universities (UPI, UNESA, UNY, USD) in 2001. Those
first materials based on the national curriculum at that time, the knowledge of
designing materials, and the knowledge of learning process for children. Not only that, the materials also put an emphasis on mathematics concept by guiding the teacher in organizing the activities that let the students to
build the concepts. However, after
some consideration in evaluation and advices from Dutch consultants the
learning material which is needed should be more oullined.
Those development on the learning materials led to some argumentation, such
as some suggested to translate the mathematics materials from Dutch RME
textbooks, but the others argue to do the otherwise. Those argumentation forced
the PMRI tem to make a task commitee to continuing the materials development.
The commitee had a task to develop some kind of workshop to select the
prospective writer which hopefully would give contributions in designing the
learning materials for primary. Furthermore those designs should be related to
the RME development in other countries such as Netherlands and US. Those
learning designs had to formulate some standards in the materials. Some of the standards
developed at that time were that learning materials should be in line with the
curriculum but still use realistic problems to motivate and help the students
in learning mathematics.
Since the textbooks were for PMRI usage, of course the guidelines for
making those came from RME which offer the directions of some instructions
which have purposes to support the students in construct or re-invent their
mathematics knowledge through problem-centered interactive instructions.
At the innitial project of PMRI one pf the dutch consultants, Frans
Moerlands, let the concept of iceberg to develop mathematics knowledge
introduced. The iceberg is used as a metaphor of designing activity’s model. It
not only indicates the level of conceptualization of mathematics concept, but
also gives the plausible map of a hypotetical learning trajectory.
The author needs both desingning the textbooks which are suitable for
children and regarding the role of the teachers. Nevertheles, the idea of the
materials was great, yet the real challenge came from the the textbookse
operational which was giving pressure in the arrangement of the books itself.
However, after the development process rolled out there were some admission
thatnew laerning materials are not sufficient in the behavorials change. Hence,
the authors had obligations to write the teacher’s instructions, so that the
teachers would get the basic knowledge about RME practices.
In 2007, the PMRI team commenced the work on completing the textbooks by
developing a trajectory where the materials’ production go along side with the
workshops. It is believed that developing the architecture of the materials is
an substantial element in constructing students’ textbooks. So, thats why the
first step done was the development in the arrangement of the materials.
In the begining the workshop participants disscussed the arrangement by
bringing their own experiences as a teachers, a lecturers, or even a students. Furthermore,
they exploring several textbooks from other countries (Dutch, US, and
Singapore) to widen the extent of the architecture samples. From those
disscussion rose some questions not only about the textbooks but also about the
teacher guidance.
In the end of the workshop, those participants producing
a list about the characteristic for indonesian teachers that relevant and
convinient according to themselves. And the majority of the participants wanted
to differ the books for students and teachers. The students’ books of course
consist of mathematics material, while the teachers’ books consist of the
written explanation of PMRI ideas and practicess.
The workshop alone was guided by not only experienced mathematics educators
from Indonesia which has a lot of experiences in developing materials for
indonesian classrooms, but also Dutch consultant which experienced in building
learning materials in RME.
Later on, in november 2007, a group of potentials was invited in a meeting
which had aims to develop some learning examples that reflect PMRI. This group
consisted of mathematics lecturers and teachers having experiences in teaching
PMRI in pilot classes. During the meeting, each and every single of the
activities held in there was similarity to RME lessons. One of the outcomes
that come from some discussion in the meeting was participants see eye to eye
in the differences that need to meet in the lesson materials, so that it was
hard to design a material for the whole country. Therefore, the team chose to
develop one set of material as an example for a basic for the local team to create their own
version in accordance with the regions’ norms.
di sini akan ada salah satu Applet yang telah saya sebutkan post sebelumnya yang dibuat ke dalam paper based, jadi guru tidak membutuhkan koneksi internet untuk memakai games ini. games ini berjudul tic tac go penjumlahan. di Indonesia tic tac go lebih dikenal oleh anak-anak sebagai permainan SOS.
