Teaching multiplication and division realistically in Indonesian primary schools : a prototype of local instructional theory

摘要

The implementation of the 1994 mathematics curriculum in Indonesian primaryudschools is focusing on the teaching and learning arithmetic. The goals are to prepareudthe students to use and apply their mathematics knowledge and mathematical wayudof thinking in solving problems in their life and in learning other differentudknowledge (Depdikbud, 1995). In conducting the learning process, the curriculumudsuggested to apply the student centered teaching model in which the teachingudactivities give opportunities for the pupils to develop their own understanding.udIn contrast most teachers utilized the paper-and-pencil strategy combined with theudconcepts-operations-example-drilling approach (Suyono, 1996). This model ofudteaching is called the mechanistic way of teaching (Freudhental, 1973). The teachersudteach mathematics with practicing mathematics symbols and emphasizing on givingudinformation and application of mathematics algorithms (algorithmic mathematicsudeducation, Treffers, 1987). During the instruction process the typical teaching andudlearning in developing country (Feiter & Van Den Akker, 1995 and Romberg, 1998)udprogress regularly (see section 1.2.2).