Freudenthal Institute, Utrecht-the Netherlands.Įdelson, D. Design Research in Statis-tics Education on Symbolizing and Com-puter tools. Based on these results it is recommended to conduct classroom discussions to build students' under-standing in studying calculus especially integral as an anti derived.īakker, A. Through class-room discussions students can get ideas and discuss it in determining the anti-derivative of a function. The results of teaching experiment show that students' un-derstanding of derivative plays important role in understanding the integrals, in general students have difficulty in communicating their ideas in determining the anti-derivative of a function. The classroom learning compared with our Hypothetical Learning Trajectory (HLT). The in-structional activity is designed and developed based on the learning process that occurs in the class-room by involving 30 first year students in FMIPA UNP. For that we try to design a series of instructional activities starting from understanding integral as an anti derivative.
The low learning outcomes and student’s difficulties in understanding calculus courses, espe-cially integral topic, encourage us as researcher to design a calculus lesson for first year students by using realistic mathematical approach (Realistic Mathematics Education).
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