Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student

Year 2019, Volume: 7 Issue: 2, 299 - 321, 27.06.2019

Anisa Fatkhul Jannah Rully Charitas İndra Prahmana

https://doi.org/10.17478/jegys.576234

Cited By: 9

Abstract

The deaf-mute students have limited
communication and knowledge, which result in their limitations in learning
mathematics. This study aims to determine the development of the deaf-mute
student in learning mathematics, especially about a fraction. The method used
is the Single Subject Research (SSR) by implementing the Indonesia Realistic
Mathematics Education (IRME) Approach by using the context of pipettes. Data
collection techniques used are video recordings, documentation, and written
data. This research instrument uses videos to see the learning process and when
students work on the given problems, photos to refer the results of student
work, and written test in worksheets to get the data on student’s work. The
data analysis technique used is analyzed in conditions and between conditions
with A-B research design. The research results show that the implementation of
IRME approach using the pipette context can improve the understanding of
fraction concepts and the learning outcomes of the deaf-mute student. All intervention
and student’s strategy in learning process would be described in this paper.

Keywords

Indonesia Realistic Mathematics Education approach, deaf-mute student, fraction, single subject research

References

• Adler, H., Jacob, B., Kurz, K., & Kusha, R. (2014). Undergraduate research in mathematics with deaf and hard-of-hearing students: Four perspectives. A Journal of Mathematics, 7(3), 247-264.
• Avcu, R. (2018). A cross-national comparison of Turkish and American mathematics textbooks in terms of fraction division task contexts. International Online Journal of Educational Sciences, 10(4), 88-106.
• Cole, E.B., & Flexer, C. (2015). Children with Hearing Loss: Developing Listening and Talking, Birth to Six. San Diego, CA: Plural Publishing.
• Colin, S., Magnan, A., Ecalle, J., & Leybaert, J. (2007). Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade. Journal of Child Psychology and Psychiatry, 48(2), 139-146.
• Cramer, K.A., Post, T.R., & delMas, R.C. (2002). Initial fraction learning by fourth-and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2), 111-144.
• Fauzan, A., Slettenhaar, D., & Plomp, T. (2002). Traditional mathematics education vs. realistic mathematics education: Hoping for changes. In Proceedings of the 3rd International Mathematics Education and Society Conference (pp. 1-4). Copenhagen, Denmark: Centre for Researh in Learning Mathematics.
• Fazio, L.K., Kennedy, C.A., & Siegler, R.S. (2016). Improving children’s knowledge of fraction magnitudes. PloS One, 11(10), e0165243.
• Fitri, N.L., & Prahmana, R.C.I. (2019). Misconception in fraction for seventh-grade students. Journal of Physics: Conference Series, 1188(1), 012031.
• Fraenkel, J.R., & Wallen, N.E. (2009). How To Design and Evaluate Research in Education (7th Ed). New York: Megraw-Hill.
• Gabriel, F. (2016). Understanding magnitudes to understand fractions. Australian Primary Mathematics Classroom, 21(2), 36-40.
• Gottardis, L., Nunes, T., & Lunt, I. (2011). A synthesis of research on deaf and hearing children’s mathematical achievement. Deafness & Education International, 13(3), 131-150.
• Gravemeijer, K. (2008). RME theory and mathematics teacher education. In The Handbook of Mathematics Teacher Education: Volume 2 (pp. 283-302). Leiden: Brill Sense.
• Karaca, S.Y., & Özkaya, A. (2017). The effects of realistic mathematics education on students’ math self reports in fifth grades mathematics course. International Journal of Curriculum and Instruction, 9(1), 81–103.
• Khairunnisak, C., Maghfirotun, S., & Junia, A.D. (2012). Supporting fifth graders in learning multiplication of fraction with whole number. Journal on Mathematics Education, 3(1), 71-86.
• Kritzer, K.L. (2009). Barely started and already left behind: A descriptive analysis of the mathematics ability demonstrated by young deaf children. Journal of Deaf Studies and Deaf Education, 14(4), 409-421.
• Lang, G.H., & Steely, D. (2003). Web-based science instruction for deaf students: What research says to the teacher. Instructional Science, 31(4-5), 277-298.
• Lestari, S.A., Saragih, S., & Hasratuddin. (2018). Developing learning materials based on realistic mathematics education with malay culture context to improve mathematical communication ability and self-efficacy of students in SMPN 2 Talawi. American Journal of Educational Research, 6(11), 1473-1480.
• Markey, C., Power, D., & Booker, G. (2003). Using structured games to teach early fraction concepts to students who are deaf or hard of hearing. American Annals of the Deaf, 148(3), 251-258.
• Maulydia, S.S., Surya, E., & Syahputra, E. (2017). The development of mathematics teaching material through realistic mathematics education to increase mathematical problem solving of junior high school students. International Journal of Advance Research and Innovative Ideas in Education, 3(2), 2965-2971.
• Misquitta, R. (2011). A review of the literature: Fraction instruction for struggling learners in mathematics. Learning Disabilities Research & Practice, 26(2), 109-119.
• Mousley, K., & Kelly, R.R. (2018). Developing deaf students fraction skills requires understanding magnitude and whole number division. Journal of Education and Learning, 7(2), 12-20.
• Mujahid, F.N., Choiri, A.S., & Sunardi. (2017). Single subject research: Increasing mathematics learning outcomes of the additive fractions using fractional block media toward students with visual impairment. European Journal of Special Education Research, 2(2), 89-104.
• Nasution, M.F., Putri, R.I., & Zulkardi. (2018). Rowing sport in learning fractions of the fourth grade students. Journal on Mathematics Education, 9(1), 69-80.
• Nunes, T. (2014). Deaf children, special needs, and mathematics learning. In: Lerman S. (eds), Encyclopedia of Mathematics Education (pp. 141-143). Dordrecht: Springer.
• Pagliaro, C.M. (1998). Mathematics reform in the education of deaf and hard of hearing students. American Annals of the Deaf, 143(1), 22-28.
• Pitsi, M.E. (2016). Identifying common misconceptions and associated errors the grade 9 learners make when adding and subtracting common fractions. Doctoral Dissertation. Johannesburg: University of Johannesburg.
• Prahmana, R.C.I., & Suwasti, P. (2014). Local instruction theory on division in Mathematics GASING. Journal on Mathematics Education, 5(1), 17-26.
• Prahmana, R.C.I., Zulkardi, & Hartono, Y. (2012). Learning multiplication using Indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115-132.
• Putri, R.I.I., & Zulkardi. (2017). Fraction in shot-put: A learning trajectory. AIP Conference Proceedings, 1868(1), 050005.
• Ramadhani, T.H., & Tarsidi, I. (2017). The implementation of realistic mathematical approaches to improve fraction counting ability in class V SDLB for deaf students [in Bahasa]. JASSI ANAKKU, 18(1), 55-61.
• Reys, R., Lindquist, M., Lindquist, M.M., Lambdin, D.V., & Smith, N.L. (2014). Helping Children Learn Mathematics. New Jersey: John Wiley & Sons.
• Saleh, M., Prahmana, R.C.I., Isa, M., & Murni. (2018). Improving the reasoning ability of elementary school student through the Indonesian Realistic Mathematics Education. Journal on Mathematics Education, 9(1), 41-54.
• Schick, B., De Villiers, P., De Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376-396.
• Sembiring, R.K. (2010). Indonesian Realistic Mathematics Education (IRME): Its development and challenges [in Bahasa]. Journal on Mathematics Education, 1(1), 11-16.
• Shanty, N.O., Hartono, Y., Puri, R.I.I., & Haan, D.D. (2011). Design research on mathematics education: Investigating the progress of Indonesian fifth grade students’ learning on multiplication of fractions with natural numbers. Journal on Mathematics Education, 2(2), 147-162.
• Siegler, R.S., Thompson, C.A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive psychology, 62(4), 273-296.
• Stafylidou, S., & Vosniadou, S. (2004). The development of students’ understanding of the numerical value of fractions. Learning and Instruction, 14(5), 503-518.
• Thompson, J. (2010). The Essential Guide to Understanding Special Educational Needs. Harlow: Pearson Education Limited.
• Warsito, Nuraini, Y., & Muhtadi, D. (2019). The design learning of fraction with realistic mathematics education in elementary school. Journal of Physics: Conference Series, 1180(1), 012110.