This chapter presents the result of research that is motivated by a sense of concern where mathematics learning in the class now has been rarely associated with science lesson. We tried to see the existing phenomenon, then we designed science‐based teaching materials of mathematics using that phenomenon as an approach to teaching for students. There are two levels when developing instructional design that is at the level of research conducted in the laboratory of physics, by weighing the sugar and water proportionally, then stirred the sugar solution to obtain a wide range concentration of sugar solutions which are stored in the experiment tubes. This experimental tool is then used to facilitate students learning the relationship between two variables such as sugar concentration is expressed in percent on one hand and sedimentation time (in second) of “a clay ball” on each of the sugar solution on the other hand. Pairs of numbers concentration and sedimentation time of “ball” in each solution were plotted in a Cartesian coordinate. The graph reflects a phenomenon of solution viscosity and sedimentation rate of a ball in a solution that can be aligned with the level of consistency of “blood in our body” and that circulation is disturbed when the blood concentration increases. The results of this study indicate that students have an awareness of the importance of the health while maintaining the concentration of the solution for being drunk and eaten. Suggestion from this research is that the readers could consider that sugary drinks with low concentrations, which still be able to maintain a person’s health, are better than the sugary drinks with very high concentration.
Part of the book: Science Education
This chapter presents the result of research on ways of thinking of students with mathematics learning disabilities in fraction learning. We conducted a class of fraction learning with Lesh translation model. From the class discussion, interview, and students’ work, we then explore the students’ ways of thinking when they learn fraction. In the class, students with mathematics learning disabilities perform two mental acts with corresponding ways of thinking and ways of understanding; those are interpreting and problem-solving. We find some interesting findings and they are: (1) students know the common denominator method in the addition of fractions; however, they incorrectly apply the method; (2) students use the common denominator approach (for fraction addition) in the multiplication of fraction; and (3) in the division of fraction, students mistakenly apply the invert multiply algorithm.
Part of the book: Learning Disabilities