D.A.K. Dewi, D. Suryadi, T. Suratno, E. Mulyana, H. Kurniawan
Introducing fractions is identical to divide an object. Suppose we divide the apple into two parts. One divided into two parts, the question arises whether one part can be called a half or not. Based on this activity, how can students give meaning to fractions. This study aims at designing a different fractions lesson by applying Didactical Design Research. In doing so, we undertook several research phases: 1) thinking what is fractions and why students should learn this concept; 2) designing didactical situation based on identified learning obstacles; and 3) reflecting retrospectively on the lesson design and its implementation as to redesign the fractions lesson. Our analysis revealed that most students held epistemological obstacles in giving meaning of fractions because they only know fractions as numbers that have numerator and denominator. By positioning ourselves as students, we discuss the ideal design to help students in constructing the meaning of fractions. © Published under licence by IOP Publishing Ltd.
Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Department of Primary School Teacher Education, Kampus Serang, Universitas Pendidikan Indonesia, Jl. Ciracas No. 18, Serang, 42116, Indonesia; SDN Cibaduyut 3, Jl. Cibaduyut Raya Gg. Maeja, Bandung, 40236, Indonesia
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