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Implementation report of PMRI in the format of journal article

The title of the article written in capital letters in the center, with font size 12. The rank of the
subtitle written in different font (all of titles and subtitle written in bold and/or bold italic),
and not use numbers at the subtitle. The rules of research-based articles are: title, authors
name (without academic degree);
TITLE OF YOUR ARTICLE (ALL CAPITAL LETTERS, BOLD, JUSTIFY)
Name (Capitalize Each Word, Bold-Italic, Allign Text Left)
Institution (Capitalize Each Word, Bold-Italic, Allign Text Left)
Abstract (maximum 100 words) consists of goals, method, and research finding; key words;
Use essay format, with title at each part of the article, except for introduction. Parts of the
article are
introduction (without subtitle) consists of background, a little bit about references, and goals
of research; method; results and discussion; summary and suggestion; references (only
type the sources that have been taken into the articles). References are published in at least
last 10 years. Main references are coming from primer sources such as research reports
(include undergraduate thesis, master thesis and dissertation) or research articles in journal
and/or scientific magazines.
The list of references arranged in the way as this example and organized alphabetically and
chronologically (suggested to use APA style)
EXPLANATION
Introduction (without subtitle): background, references, goals of research

Short text about the context of the study.
Research aim and research questions.
Explain that you will focus on one focus group in the study.
[ Normally here follows: Theoretical background. In this report we leave this out].

Method
(Text about Design research, but we leave this out here)
a. Data collection
- School and participants (say that you will focus on one group in the study, say that
your focus group are student 1, student 2, student 3, )
- Data collection method (what data and how)
o The lessons (describe why they were designed the way they are and describe
the enactment of the lessons).
b. Lesson design
- Hypothetical learning trajectory (HLT) lesson 1
o Learning goals
o Starting points (short and in general terms, for all students; remember that the
reader has not yet read an analysis of the interview data).
o Instructional activities (describe the activities and insert pictures).
2
o Conjectures: (1) A prediction of student responses and (2) The proposed
actions of the teacher.
If the instructional activities consist of distinctive steps, it may be helpful to
describe the conjectures per step.

Results and discussion
- The lessons
o Every student analyses one lesson one focus group students. Explain again
that you will only analyse the learning of one focus group.
o Add the mathematical activities again in your analysis, but very shortly
(shorter than in the HLT), so the reader understands what problems the pupils
have been working on.
o Describe the course of the lesson and structure the analysis around every
mathematical activity. Describe for each activity what the pupils say and do
and analyse this especially for the focus pupil. Add some crucial fragments
to illustrate the learning of the focus pupil. Insert interesting written work
of this pupil.
o End the analysis of each lesson with conclusions.

Summary and suggestions
o Here you first answer your research questions.
o You end with suggestions for improving mathematics education for the school
in general, not only for the focus group students.

References
Use APA style




ANOTHER INFORMATION ABOUT HOW TO WRITE THE IMPLEMENTATION
REPORT

Write the research question in italics: The general research question of this study is: How can
we support pupils understanding of percentages? (use this format for your general research
question)

The general research question can be elaborated into three specific sub questions: (if you
think you want to make sub-research question)
1. How do 6th and 7th grade pupils solve percentage problems?
2. How can models support pupils understanding of percentages?
3. How can pupils learn to understand the role of fractions and percentages as
mathematical tools to compare situations proportionally?

Examples of formulation of learning goals/starting points:
- The pupils are able to use the percentage bar .
- The pupils can represent the part whole relationship using fractions.
- The pupils understand that percentage.

Insert page numbers
3
Insert figures with the problems you discuss. Refer to a figure in your text (for example: see
figure 1)

In the formulation: Assumptions about how these activities/scaffolds support mental
activities that lead to the overall learning goal , leave the word scaffold out.

Use researcher (peneliti) instead of me and my partner or we.
If you want to refer to the students write student 1, student 2, student 3, instead of saying
their names.