Search

This research is motivated by the assessment results of Indonesian students who have not achieved the average achievement at the global level based on the TIMSS and PISA assessments. Knowing this, it would be rational to study more about students' mathematical achievement, directly proportional to their mathematical literacy capacity. Students' understanding of mathematical concepts strongly supports mathematical literacy. Therefore it is important to investigate the characteristics of textbooks used as teaching materials in learning mathematics. This study aimed to investigate the characteristics of junior high school mathematics textbooks related to mathematical literacy in several countries. This study uses the Systematic Literature Review method by collecting 83 relevant journals and then re-selected to meet the criteria. Based on the literature study that has been carried out, it was found that the character of the presentation of material from textbooks in various countries that supports the growth and development of students' mathematical literacy, namely; reasoning and evidence, real contextual, problem-solving with high-level cognition, and material coherence. [ABSTRACT FROM AUTHOR]

An arithmetic sequence is one of algebra topics introduced for grade VIII students in Indonesian mathematics curriculum. The question is how do we design a learning material on this topic so that students understand it meaningfully? This study therefore aims to design a learning material for introducing the arithmetic sequence. To do this, we used a design research method, particularly the phase of preliminary design with the following three steps. First, we carried out a literature study on the theory of Realistic Mathematics Education (RME) and a limited observation on Indonesian mathematics textbooks on the topic of arithmetic sequence. Second, we designed a learning material for the topic of the arithmetic sequence according to the RME theory and the Indonesian mathematics textbooks. The RME theory was used because it provides guidance for designing meaningful learning activities. Finally, we made predictions of students' thinking process to produce a ready-use learning material for the teaching experiment. The learning material, as the result of this study, included a learning sequence and corresponding predictions of students' thinking process for the topic of arithmetic sequence. We consider that the learning material is more meaningful to be implemented in the learning and teaching process. [ABSTRACT FROM AUTHOR]