IMPLICATIONS OF DIDACTIC PHENOMENOLOGY AND PROGRESSIVE MATHEMATICIAN IN MATHEMATICS LEARNING

Warsito Warsito, Sukirwan Sukirwan

Abstract


RME is based on the view that mathematics is a human activity. This view implies that
mathematics should be close to the daily lives of students and provide ample opportunity for
students to construct their own knowledge. Thus the presentation of mathematics is properly
oriented to student characteristics, in other words, is predicted to be understood and dominated by
students. Based on this, the study of the development of heuristic design RME as didactical
phenomenology and progressive mathematician becomes very important to do. In this case, the
didactical phenomenology and progressive mathematician analysis are used as the basis for
building hypothetical learning trajectory that is part of the validation of achieving learning
trajectory in RME.


Keywords


Didactical Phenomenology, Progressive Mathematician, RME

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