Retrospective analysis of the teaching experiment

As it has been mentioned above, the experimental subject was the new students in grade one. The subjects were in age 5 – 7, and some of them have already had an experience in kindergarten. This was different with our prediction that they did not go to kindergarten. In each lesson not all of the students presented in the classroom. From 21 students registered, the maximum number students available in the classroom are 20.

D.N. Handayani - 3103390 Retrospective Analysis

In this subchapter we will present the retrospective analysis of the teaching experiment. We will divide our presentation in three sections. In the first section, we will present the result of our pre test. This pre test was aimed to know the starting point of the students. In the second section, we will present about the observation and the retrospective analysis of the teaching experiment. As we have seen in our HLT, we made five phases mathematical practice in the sequence of the development of the number sense. On reporting the teaching experiment and the retrospective analysis we will discuss each phase of the sequence. In the last section, we will present the result of the final test. We use this final test to find evidences on students’ learning process.

5.4.1. Pre test as the information of the starting point of the students

This pre test was held on July 15^th and 16^th, 2008. As it has been mentioned before the aims of our pre test were to see the ability of counting, the meaning of counting for the students and the strategy they had and also their knowledge about the formal symbol of number.

On the first day, the teacher invited the students to get the insight of number by singing a song about numbers. Then she questioned whether the students know the other number. The students started to mention some numbers. Then the teacher asked the students:

we are new here. Do you know how many students in this class? The students then directly counted by pointing each student. They related each student with one number. Then they came up with some different answers: 18, 19, and 20.

Here we see that the instruction of “Do you know how many …” for children means that they have to count. The teacher did not mention the word count. But for them it seemed that they have to count to know how many of something. And for these students counting meant pointing and relating the each child with each number. The children might come up with different answers since some of them either did not synchronize the pointing and the one to one relation or they skip some children in the class.

The teacher then questioned the students to count only the boys and then only the girls. This time the teacher used the term ‘count’. The children gave the same respond. They count by making one to one correspondence between the set of boys and the set of numbers, and also between the set of girls and the set of numbers. They claimed the last word they mentioned as the result of counting. We observed that on doing the task the students did not use other strategy than that. The students did not distinctly separate the boys and the girls to count them easily. The teacher then asked the students to write the number represented the

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D.N. Handayani - 3103390 Retrospective Analysis

number of boys and the number of girls. One student wrote 9 for the boys. Another student wrote 10 for the girls. Both of them wrote the right number.

The teacher then distributed the number card and asked the students to make good order, started with the descending and then the ascending order. Most of the students did the task well. Only one student did not do the task. It could be that either he did not understand the task or he did not interesting with the task. After the students had the order, the teacher started to ask them to write the numbers in the blackboard.

Some of students’ works

Looking back to the aim of the pre test for the day 1, we could make some conclusion that the students have been able to count by corresponding the set of object and the set of the numbers. The students have also been able to order the number and write the symbols of number.

On July 16^th, the pre test continued. This time, our aim was to know how the students react to structures and how they perform the structure on counting. The teacher distributed the number card again. Then she told the students that she was going to show an amount using her finger and asked the students to show the correspondence number cards. In this pre-test we intentionally use the structure of the fingers. We believed that the structure of the fingers was easily recognize and familiar to the students. They should know that each hand consists of five fingers. We expected that the students did not do one by one counting for each fingers.

They might just recognize the quantity at glance or they might do the counting on. The result showed that the some of the students either do one by one counting or just recognize the number and could show the right number card.

The task then reversed. The teacher distributed to the students the playing card without numbers. The arrangement of the icons in the playing card is recognizable. Might be that some students did not really familiar with the arrangements. Thus, first the teacher asked the students to order the cards. It was expected that by ordering the cards students knew that there was a certain arrangement of the icons. After that, the teacher showed the number cards and asked the students to show the correspondence playing card. We will discuss some students’

work in the following part.

D.N. Handayani - 3103390 Retrospective Analysis