# 7 INSPIRING CLASSROOM ACTIVITIES USING REALISTIC MATHEMATICS (Part 1)

7 INSPIRING CLASSROOM ACTIVITIES USING REALISTIC MATHEMATICS

(Part 1)

Composed by : Ratih Ayu Apsari

The content is summarized from seven articles of National Conference of Mathematics XIV (2008), Sriwijaya University.

[1] Al Jupri : Supermarket Context in Learning Estimation Problems.

The study was caused by the minimum attention given by the mathematics curriculum in term of the importance of computational estimation skill. However, many experts in mathematics education believe that this comprehension is needed by the children to solve their daily problem experience, since most of it use non-exact calculation (Carpenter et all (1976), Driscoll et all (1981)). There are several kind of question which is appear in daily life, such as *are there enough *?, *could this be correct* ?, and *approximately how much is it* ?. This kind of question, tend to be easier to solve with estimation strategies rather than the exact one. The researcher use supermarket as the context in teaching estimation for fifth grader students since it is familiar and easy to imagine by the Indonesian pupils. One example of its problem given in the class is:

Picture 1: Illustration of Problem Given on the Research (Picture Modified)

This kind of question can stimulated students to try other way (estimation strategy) to find the answer, since it will quite complicated to do an exact calculation like what they use to. However this context might be helpful for students either teachers, the researcher himself realize that many students still doubting the result they get through estimation strategy since their prior paradigm told them that mathematics should not be answered by approximately answer. That’s why the researcher suggest to do class discussion after doing students’ worksheet.

[2] Ariyadi Wijaya : Indonesian Traditional Games in Learning Measurement of Length.

The researcher use *Gundu *and *Benthik* (Javanese traditional games) as his context to encourage the basic concept understanding in measurement for second grade elementary school’s students. This research conducted since the measurement topic usually teach directly in formal level. Even though children engaged in a number of daily activities which use measurement context, it not guaranteed that they can make a relation between what they use to do and what they learn in the class.

The idea behind applied the *gundu* game is to emerge the concept of indirect comparison. In this game, each player should throw their marbles from starting point to a pole on the ground. The winner determined by compare the distance of the marbles from the pole.

Picture 2: Illustration of *Gundu* Game

The *Benthik* game itself is doing on this way: all players in each team have to hit a short stick and then the distance of the fallen stick is measured. The winner determined by the team which has the longer distance of the stick. Students are free to choose measurement tools either the unit which use to compare the length of distance. The conjecture for this activity is the students, while measure the distance of their stick, may use different tool and unit, such as their footsteps. It will lead them to different result since every students have different size of step. From this situation, they will realize that they need to use same measurement to obtain same result for same distance. This basic concept can be used as the first step in introduce the standard measurement for the students.

Picture 3: Illustration of *Benthik* Game