Open AccessHypothetical learning trajectory and students’ understanding of the concepts of the arithmetic sequence
Author(s) -
Th V. D. Lestari,
Marsigit
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1581/1/012038
Subject(s) - anticipation (artificial intelligence) , mathematics education , sequence learning , sequence (biology) , process (computing) , plan (archaeology) , active learning (machine learning) , ideal (ethics) , trajectory , benchmark (surveying) , computer science , psychology , artificial intelligence , history , philosophy , archaeology , epistemology , geodesy , geography , operating system , genetics , physics , astronomy , biology
A teacher’s role is to facilitate students in understanding knowledge in each learning. An ideal learning process is inseparable from the process of learning planning. The teacher needs to develop a lesson plan. Hypothetical Learning Trajectory (HLT) is a benchmark in the implementation of learning to anticipate every response given by the students in every learning problem. This study aims to prepare the students’ Hypothetical Learning Trajectory on Arithmetic Sequence and make the anticipation of teacher’s responses to the alleged students’ answers occurring in learning Arithmetic Sequence. The preparation of the HLT is a part of design research. This research focuses on the first stage, namely the preliminary design. The results of this study are in a form of HLT about the number patterns of the Arithmetic Sequence consisting of learning objectives, learning activities, and hypotheses of students’ learning processes. The teacher’s responses to each student’s answer is different. When students have not been able to answer the problem correctly, the teacher can ask several directing questions that lead students to the expected answers. HLT can be used to facilitate teacher to knowledge development of the designed learning activities by paying attention to the development of students’ way of thinking.