Developing a Hypothetical Learning Trajectory for Translation in Geometry Using the Chess Game Context

Anisa Rahmandani* -  Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Indonesia
Ali Shodikin -  Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Indonesia

Abstract


Students often find it difficult to learn the concept of translation because it is abstract and too procedural. This study aims to develop a learning trajectory (HLT) for geometry translation material with a chess game context. This study uses a design research method consisting of three stages, namely preliminary design, design experiment, and retrospective analysis. The learning path developed consists of four main activities: observing chess game videos and pawn movements as an introduction to the context, representing pawn movements on a Cartesian coordinate plane, identifying the characteristics of translation transformations, and discovering the formulas and concepts of translation. Based on the implementation results, this HLT can facilitate the development of students' understanding from symbolic to formal forms. Students can also convert pawn movements into a coordinate system and discover patterns of relationships that lead to the formulation of translation formulas. Additionally, the use of the chess game context has proven to enhance students' interest and engagement in learning. These findings indicate the potential of context-based HLT to function as a situational learning model that can apply geometric concepts.

Keywords


Chess; Hypothetical Learning Trajectory; Realistic Mathematics Education; Translation.

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References


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DOI: https://doi.org/10.24952/logaritma.v13i2.16122

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