Teaching multiplication and division realistically in Indonesian primary schools: A prototype of local instructional theory

The implementation of the 1994 mathematics curriculum in Indonesian primary schools is focusing on the teaching and learning arithmetic. The goals are to prepare the students to use and apply their mathematics knowledge and mathematical way of thinking in solving problems in their life and in learning other different knowledge (Depdikbud, 1995). In conducting the learning process, the curriculum suggested to apply the student centered teaching model in which the teaching activities give opportunities for the pupils to develop their own understanding. In contrast most teachers utilized the paper-and-pencil strategy combined with the concepts-operations-example-drilling approach (Suyono, 1996). This model of teaching is called the mechanistic way of teaching (Freudhental, 1973). The teachers teach mathematics with practicing mathematics symbols and emphasizing on giving information and application of mathematics algorithms (algorithmic mathematics education, Treffers, 1987). During the instruction process the typical teaching and learning in developing country (Feiter & Van Den Akker, 1995 and Romberg, 1998) progress regularly (see section 1.2.2).