期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：10
页码：1-20
DOI：10.29333/ejmste/93420
出版社：Pamukkale Univ Dept Sci Education
摘要：This study investigated whether providing opportunity-to-learn can improve
Indonesian students’ performance in solving context-based mathematics tasks. On the
basis of an inventory of Indonesian students’ difficulties with these tasks and an analysis
of textbooks and classroom practices, an intervention program for mathematics
teachers was developed. This program contained tasks with relevant and essential
contexts with missing or superfluous information, but without explicitly given
mathematical procedures. The program also comprised guidelines for a consultative
teaching approach with metacognitive prompts and questions for discussion to
promote reflection in class. A field experiment with a pretest-posttest control-group
design was carried out in six junior high schools in Indonesia involving 299 eightgraders.
Students in the experimental group made significantly more progress on
solving context-based mathematics tasks than students in the control group.
Furthermore, an analysis of students’ errors revealed that experimental students made
significantly fewer task comprehension errors than control students. These results show
that providing opportunity-to-learn, that is offering context-based tasks to students,
which require mathematical modeling, and having teachers knowing the characteristics
of such tasks and using a consultative teaching approach, can improve students’ ability
in solving context-based tasks.
关键词：mathematics education; context-based tasks; Opportunity-to-learn (OTL);
students’ performance; Indonesia
