CREATION OF MY OWN

BIRTHDAY CAKE

THE RESULT OF MY DESIGN RESEARCH

Try Out in the Pre School Children
Honey Bee Pre School, Surabaya

PRESENTED
PRESENTED BY:
BY:
NENI
NENI MARIANA
MARIANA

PURPOSED FOR: PRODUCT DEVELOPMENT

FENNA VAN NES & JAAP DE HERTOG
 Research Question
• Related with my hypothesis:
making a structured arrangement of
objects can help pupils easily determining
quantities

Questions:
Can making a structured arrangement of
objects help pupils easily determining
quantities?
 Hypothetical Learning
Trajectory
• Bringing the Contextual Situation
• Creating the Structures of Candles
• Finding the Easiest Structures
 Role of Tools in the Instructional Sequence
Tool Imagery Activity Expectation

Pictures of
- Observing candles’ Realizing the
birthday cakes position on the candles on the cake
cake
5 candles and a Record of the Placing the candles Making
cake candles’ position and making nice unstructured and
from the pictures arrangements structured

arrangements
Children’s Record of their Comparing the Finding the easiest
arrangement own arrangement arrangement to structures for
easily determine them to recognize
the quantities the quantities in a
glance
 Expectations:
• Understand the problem
• Making unstructured arrangements
• Making structured arrangements
• Comparing between unstructured and
structured arrangements
• Comparing structured arrangements
Class Situation (1)
Preparation
• Circle-shaped cake instead of square-
shaped cake
• Children working in each group
instead of discussing in whole class
• Each teacher assistant in each group

CAKE
CLASS ARRANGEMENT
 Class Situation (2)

Randy (3,5) & Rayya (2,5) Reiko (2,5) & Keisha (3)

Bryan (2) & Keitaro (2)

 My design
•Story
•Give a cake in front of class •Give a cake for each group
•The first group making
arrangement (after
discussion in pair)
•Making record in paper
•Other groups giving
comments
•Repeat and continue the
process
•Comparing the structures
Class experiment
•Story
•Each group working in
guiding of a teacher
assistant
•Record in paper
•Teacher made structured
arrangement
•Comparing the structures
 How the research conducted (1):

Bringing the Contextual Situation Creating the Structures

Click the pictures

to play on/off the
movie

Recognizing structures to determine

the quantities
 How the research conducted (2):
What the teacher did that are out of my expectations

Click the pictures

to play on/off the
movie
 Children in activities (1)
Randy (3,5)

Rayya (2,5)
Click the pictures
to play on/off the
movie

Randy & Rayya ‘s arrangement

 Children in activities (2)

Reiko (2,5)

Keisha (3)
Click the pictures
to play on/off the
movie

Keisha & Reiko ‘s arrangement

 Children in activities (3)

Bryan (2)

Keitaro (2)
Click the pictures
to play on/off the
movie

Bryan & Keitaro ‘s arrangement

Little Analysis for Bryan & Keitaro:

• from the beginning it seem the task

did not meaningful enough for them
• arranging unstructurely  for them
the task was only placing the candles
on the cake
• they could not conclude the nice
structure nor record their
arrangement
 General Analysis
• Very young children, in the age 2 – 2,5 years old:
- Understanding the task is difficult for them
- Using finger is easier to determine the
quantities by counting one by one

• The older children, in the age 3 – 3,5 years old:

- they can struggle making a structured
arrangement
- they can make pictorial representation under
guidance of the teacher
- their own arrangement is the best ‘structured
arrangement’ for them  to determine quantities
Advices for further research:

• Try it out in the higher grade of children

• Make the design more clearly in some
important points, e.g. shape of the cake,
class arrangement, bold in some
emphasized points
• Keep communication as clear as possible
with the teachers  long distance
research
 Conclusions:
• By making ‘their own structured’
arrangement, some of very young
children easily determine the
quantities
THANK YOU
FOR YOUR
ATTENTION