Abstract
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 paperandpencil strategy combined with the
conceptsoperationsexampledrilling 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).
Original language  Undefined 

Supervisors/Advisors 

Place of Publication  Enschede 
Publisher  
Print ISBNs  9789036518420 
Publication status  Published  18 Dec 2002 
Keywords
 IR58710
Cite this
Armanto, D. (2002). Teaching multiplication and division realistically in Indonesian primary schools : a prototype of local instructional theory. Enschede: University of Twente.