Realistic mathematics education in developing pre-service elementary teachers' mathematical literacy: A didactical design on rational number

Abstract

A good understanding of rational numbers is the foundation in developing numerical, arithmetic, algebraic even to build proportional reasoning and support success in various professions. However, various evidence shows that rational numbers are still the most challenging in learning mathematics, including PSETs. The learning process that progressively introduces "objects"such as fractions, decimals, percentages, without much accompanied by adequate motivation or explanation, is allegedly one of the causes of the difficulties experienced by students in this topic. This study discusses how understanding and knowledge of rational numbers can be developed for pre-service elementary teachers (PSETs) through diverse contexts in everyday life. Realistic Mathematics Education provides a framework that guides the implementation of those contexts in learning. The theory of didactical situation (TDS), on the other hand, is employed as a framework in analyzing the development of or implementation of the rational numbers' didactical design. Therefore, this study provides mathematics educators with a hypothetical learning trajectory as a platform that facilitates a Realistic Mathematics Education approach for teaching rational numbers, significantly to develop mathematical literacy