K.N. Oktaviani, E. Retnowati
Some students may have learned the conceptual and procedural knowledge, however they might not be able to smoothly apply them simultaneously into problem solving in various situations. According to a CLT, faded-examples can assist students to develop more advanced problem solving skills. Faded-examples consist of completion problems followed by full problem solving. Completion problems are problem solving where the solution steps are partly shown, whereas full problem solving only consists of mathematics problem. There are two types of faded-examples, i.e. forward fading and backward fading types. In the forward fading, students are required to find the first step solution. In the second problem, students are asked to find the solution in the first and second steps, and so on, in such a way the last problem is to be fully solved by students. While the backward fading type is the reversed. Creating faded-examples should in accord with the principle of CLT, thus the faded-example instruction is efficient to study. Design of faded-examples is rarely found in mathematics textbooks. This paper attempts to describe possible design of faded-examples for learning year seven contextual problem related to algebra. Characteristics of faded-examples for learning mathematics contextual problem solving are discussed in this paper. © 2018 Published under licence by IOP Publishing Ltd.
Postgraduate Program of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University, Indonesia
