Iham Rizkianto – 17 March 2011 – Intro SEC Essay 1

Realistic Mathematics Education; A Solution to Prevent Linearity Illusion

Introduction
Linearity illusion, tendency to see any relation between two quantities as a proportional or linear one, is
a phenomenon in mathematics education, especially among primary and secondary, 12-16 years old,
students. They tend to improperly utilize the linear model in solving word problems related to lengths,
areas, and volumes of similar planes, figures, and solids (De Bock et al, 2002). The best known example
of this misconception (Van Dooren et al, 2004), originated from what called “synthetic model of
linearity”, is that if a geometrical shape is enlarged k times, its area or volume will also become k times
larger too.

This misconception, mostly, occurs because students use availability heuristic, based on how easily the
case comes to mind, and representative heuristic, assuming each case is homogenous, (Gleitmen et al,
2007), as their strategy when facing problems related to relation between two quantities. It’s supported
by the fact that linear functions immediately appear in human’s mind because of their simplicity
(Rouche in De Bock et al, 2007) and they are not immediately given the idea of non linear after acquiring
linear relation. Furthermore, they don’t have sufficient understanding in the proportion which is caused
by not given opportunity reinventing the concept and learning from the contextual problem.

Realistic mathematics Education (RME) with the idea Education should give students the "guided"
opportunity to "re-invent" mathematics by doing it, which means that in mathematics education, the
focal point should not be on mathematics as a closed system but on the activity, on the process of
mathematization (Freudenthal in van den Heuvel-Panhuizen 1998), seems to be promising approach to
prevent student falling to the linearity illusion. It should be started in primary school since it might be
more appropriate to intervene much earlier in students’ school career in order to prevent, rather than
remedy, the illusion of linearity (Van Dooren et al, 2004).

Main Question
In this essay, I would like to answer the following question: How can RME prevent the students from
linearity illusion?

Answer
Giving the students chance to reinvent the idea about linearity, and also non linear later, using
contextual problems that can be imagined will certainly help them to cope with this concept. While
reinventing the concept, students will be guided by the teacher using such a problem that can easily
imagine, so the students will experience a meaningful learning activity in which they do struggle and
choose their own way to solve the problem and acquire deeper insight. This RME approach will make
students aware about the linearity, and after promoted idea about non linear relation they will be able
to make distinction and will not fall to the linearity illusion.

Since students have been promoted about non linear relation, also in a meaningful way, just after
grasping the linear proportion, it will reduce the possibility of misconception that comes from improper
reasoning heuristic availability and representatives. In this stage, both relation, linear and non linear, are
 Iham Rizkianto – 17 March 2011 – Intro SEC Essay 1

easily come to students’ mind and of course student will not generalize that every relation is linear
anymore.

Conclusion
RME as an approach in learning mathematics in the class room seems to be a very reasonable way to
prevent early students from falling to the linearity illusion. Besides giving student chance to experience
mathematical big ideas, in this case linearity, in such a meaningful way, it also enhances students’
reasoning, so they will not improperly use availability and representativeness heuristic to judge every
relation between two quantities is linier.

Sources

1. de Bock, D. et al. (2002) Improper Use of Linear Reasoning: An In-depth Study of The Nature and The
Irresistibility of Secondary School Students’ Errors. Educational Studies in Mathematics, 50(2002),
311-334

2. Gleitman. H et al. (2007) Chapter 8: Thinking. 7(2007), 270-311

3. van Dooren, W. et al. (2004) Remedying Secondary School Students’ Illusion Of Linearity: A Teaching
Experiment Aiming At Conceptual Change. Learning and Instruction, 14(2004), 485-501

4. van den Heuvel-Panhuizen, M. (1998) Realistic Mathematics Education, work in progress. Retrieved
March 17, 2011, from http://www.fi.uu.nl/en/rme/