The ICEBERG Approach of Learning Fractions in

Junior High School: Teachers’ Reflection Prior Lesson Study Activities

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APEC-Chiang Mai International Symposium IV
1 – 6 November 2010

Marsigit, Indonesia
By
Marsigit
Yogyakarta State University
Indonesia
HERMENEUTICS OF LIFE
Iceberg Approach in Realistics Mathematics
(Moerlands, 2004 in Sutarto, 2008)

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Marsigit, Indonesia
 West Indonesia

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ICEBERG VOLCANO

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TSUNAMI
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MOUNT OF KRAKATAU
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Mount of M E R A P I
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Volcano’s Guard:
In memoriam
Mbah Maridjan
Died, Oct 2010
 BENCANA

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I AP
A KS

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T I D

FENOMENA

SI A
P

BARAKAH
 BENCA

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NA
P

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SI A

MATEMATIKA /
IPA / BAHASA
TID
AK
SI A
P

BARAKAH
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 PROBLEM OF MATH TEACHING
IN INDONESIA
Traditional Innovative

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Teacher

Students Constructive Teaching

 PROBLEM OF MATH TEACHING
IN INDONESIA
FORMAL SCHOOL

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MATH MATH

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Teacher

Students Constructive Learning

 PHENOMENOLOGY
(HUSSERL)

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..
6 …
5 x +1…
Idealized
In

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1
1+
= 3 0 te
X nt
io
n
---
---
 Abstracted

Math
Epoche
Phenomena
 The Nature of School Math
Inside your
MIND Outside your MIND

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(Superserve) (Subserve)

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3
 The Nature of Mathematics
Inside Your Outside your MIND
MIND (Plural)

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(Unique)

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 The Nature of School Math
Inside your Outside your MIND
MIND (synthetic/

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(analytic/ Correspondence)
coherence)

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3 book + 2 book = 5 book

3 pencil + 2 pencil = 5 pencil

3+2=5
3 book + 2 pencil = 5 ?

3 book + 2 pencil = 5 ?
 The Nature of School Math
Inside your Outside your MIND
MIND (concret)

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(abstract)

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X=30
 The Nature of School Math
Inside your MIND Outside your MIND
(Realistic Math: (Realistic

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Vertical) Math:Horizontal)

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1
½
¼
 HERMENEUTICS OF
THE ICEBERG APPROACH
 SCHOOL MATHEMATICS

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(EBBUT AND STRAKER, 1995)

Marsigit, Indonesia
 1. Mathematics is a search for PATTERN and
RELATIONSHIP

 2. Mathematics is PROBLEM SOLVING activity

 3. Mathematics is a mean of INVESTIGATION

 4. Mathematics is a mean of COMMUNICATION

Iceberg Approach in Realistics Mathematics
(Moerlands, 2004 in Sutarto, 2008)

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 CONCLUSION

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The teachers need to have clear

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picture of the NATURE OF SCHOOL
MATHEMATICS, REALISTICS
MATHEMATICS, and
CONSTRUCTIVE TEACHING
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The teachers need to organize
presentation, demonstrate and

Marsigit, Indonesia
interconnected relationships between
division, fractions, decimals, and
percents (e.g., physically divide a
whole into five equal pieces)
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The teachers need to develop skills on using
concrete materials (i.e., manipulatives) before

Marsigit, Indonesia
proceeding to semi-concrete materials (e.g.,
pictorial representations) before proceeding to
abstract problems (e.g., numerical
representation)
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The teachers need to develop methods
to uncover the variations of all

Marsigit, Indonesia
problem types lead the students to
make generalizations (e.g., that all
fractions represent parts of a whole)
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The teacher need to develop
various methods of teaching,

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various learning resources, and
various
interaction/communication
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The teachers still have problems in
developing concept acquisition of

Marsigit, Indonesia
fractions from mathematical world
orientation to formal form of fraction.
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Material model of fraction and
searching the relationship help the

Marsigit, Indonesia
teacher to develop method to
encourage students to solve the
problems of acquisition of the
fractions.
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THANK YOU
