The problems of teaching fractional arithmetic operations for disabled student using Realistic Mathematics Education

Abstract

This study aims to describe the problems of teaching a blind student using Realistic Mathematics Education (RME) in the arithmetic's operations ability of many fractions. The method of this study was a descriptive analysis of implementation RME for a blind student. The subject of the implementation of the RME was a 15-year-old student in grade VI at the Muhammadiyah Purworejo Special School (SLB) who were randomly selected. The imple-mentation of RME for the blind students has characteristics that are in accordance with the principles of teaching blind students. However, sometimes there are many factors that make RME could not optimize the ability of blind students. These factors are the student itself and external factors. As a teacher, knowing these factors is one way to plan the next learning. Therefore, this study focuses on explaining the problems when the RME has been implemented in the learning of arithmetic operations of many fractions for a blind student.