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Intertwinement of mathematics topics

In document Design Research in Mathematics Education: (pagina 111-116)

6. Conclusions and discussions

6.3. Recommendations

6.3.2. Intertwinement of mathematics topics

In addition to the didactical component, the next recommendation focuses on the mathematics content. Considering the last tenet of RME, intertwinement, some activities used in this research could be developed to reach other mathematical concepts by intertwining with other mathematics topics.

Intertwine linear measurement with number operations

Another mathematics topic that is taught in grade 2 is addition and subtraction up to 500. Linear measurement is very close to addition, namely when students sum up all measures in the iteration of ruler (when measuring long distances). Therefore, measuring long distances using a ruler of 100 cm long can be used to intertwine linear measurement with addition up to 500.

Intertwine linear measurement with fractions

The bent hand span (see figure 6.1) shows that the result of measurement is not always an integer number. It is naturally and frequently encountered in the games that the measuring unit exceeded the measured object or distance. There were some students’ reactions to this problem that were encountered in this research, namely:

− Students bent their hand span to match the measuring unit with the measured object and, therefore, they obtained an integer number as the measures.

− Students rounded the number either up or down. For instance, students said 6 as the measure when they obtained 5 and half of sticks.

− Students used the word “and a little” to indicate that the measuring unit exceed the measured lengths or distances

− Students already used “a half” and “a quarter” although their measures were not exactly “a half” or “a quarter” of the measuring unit.

Considering this finding, the suggestion for the next research is intertwining the linear measurement topic with the early fractions concept. This intertwinement can be done in the game playing when students measure the distances using a stick or hand span.

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In document Design Research in Mathematics Education: (pagina 111-116)