Learning Trajectory: Learning Design Based on Rigorous Mathematical Thinking to Enhance Students’ Mathematical Conceptual

Meiva Marthaulina Lestari Siahaan; Cecilia Novianti Salsinha; Fitriani Fitriani

doi:10.22437/edumatica.v16i2.49776

Authors

Meiva Marthaulina Lestari Siahaan University of Timor
Cecilia Novianti Salsinha University of Timor
Fitriani Fitriani

DOI:

https://doi.org/10.22437/edumatica.v16i2.49776

Keywords:

learning design, learning trajectory, rigorous mathematical thinking, linear equation system, two variables

Abstract

Students' conceptual abilities are essential to problem-solving related to two-variable linear equation systems (two-variable LES). These include the abilities to model, represent and generalize mathematical problems. Therefore, there is a need for a learning design that emphasizes systematic concept development, such as one that applies the Rigorous Mathematical Thinking (RMT) approach. As design research, this study went through three phases: preliminary design, teaching experiment and retrospective analysis. The research was conducted involving 8^th- and 9^th-grade students in Indonesia, spanning for 10 meetings in total. Data were collected through a pre-course written test, observations, interviews and analyses of student work. This study reconstructs students' learning trajectories in two-variable LES learning using two-variable LES solution methods. Based on the findings of this study, it is concluded that through the RMT approach, students' reasoning, justifying and generalizing abilities contribute to the improvement of their conceptual understanding of two-variable LES.

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