Di bagian penutup ini, saya ingin membuat dua komentar tentang apa yang dicapai dalam

penelitian ini. Ucapan pertama ini berisi implikasi praktis dari temuan saya dan yang kedua
memberikan evaluasi tentang apa yang telah dilakukan di sini untuk memajukan proyek
perbandingan kurikuler.

In spite of the disclaimer made above, some of my findings do seem to warrant attention as a
possible source of useful practical insights. Thus, for example, the information gained in this study
could serve to increase middle grades teachers’ awareness of at least three important aspects of
rational number discourse. First, it may alert teachers to those characteristics of fraction discourse
that are important for students’ further learning. Many teachers may not be aware of the very issue
of objectification and of the importance of the transition to objectified discourse about fractions and
rational numbers. This may be true even when the teacher, through her practices, is aiding in this
transition. It would, I suspect, be helpful if curriculum developers made opportunities for
objectification explicit and if they also explicitly argued for it in their materials. Second, this study
highlights that students will need assistance to sort out the important distinction between fraction
assignifier and rational number as object. The curricula investigated here tend to treat fractions both
assignifier and object, and this may cause problems for students as they progress to more advanced
mathematics. Finally, it reminds teachers of the need for students to develop rational numbers
assignified objects. An important part of this is movement in middle grades away from the
discursive form ‘‘A of B= C’’ and toward discursive forms in which rational numbers are discussed
as numbers. Also important is facilitating the development of a well-established realization tree for
rational numbers.