** ****INTRODUCTION**

A progressive innovation program, i.e. PMRI (Pendidikan Matematika Realistik Indonesia), that has been running for more than seven years, has a primary aim to reform mathematics education in Indonesia. This innovation program is adapted from RME (Realistic Mathematics Education) in the Netherlands that views *mathematics as a human activity *(Freudenthal, 1991) in which students build their own understanding in doing mathematics under the guidance of the teacher.

As implementation of PMRI, there are four schools that have become KKG PMRI schools since 2004 in Palembang, i.e. SDN 117, SDN 98, MIN 1, and MIN 2. My observation’s object is SDN 98 Palembang. Since May 2009, I had observed this school together with Nasrullah, Yeka, and Farid. We observed in different classes. The teacher in my classroom observation actually had not joined workshop and seminar PMRI yet. But, I invited her to join PMRI by practicing directly PMRI in her class, and she was very welcome with it. Her name is Mrs. Nurhayati. Two weeks I observed class before implemented PMRI in class. Together with the teacher, we made lesson plan and prepared material and visual aids for teaching and learning process.

**2. ****PMRI IMPLEMENTATION IN CLASS**

The material is about numbers up to thousand in grade three. Based on curriculum, Grade 1 to grade 3 is using ‘tematik’. ‘Tematik’ means that one theme integrate to all subject such as mathematics, social, science, etc. For this meeting the theme was about ‘Public Place’. First, the students are given a context about football court (the picture is given in students’ handout). The students needed to guess how many spectators in there and then explain the way they found their answer. Then we go to the next problem, still about guessing (we don’t need the correct answer here), they need to count how many seats for spectators are available in a side of football court (the picture is given). There is an interesting answer from a student whose name is Cahya Yunzilla. She said that the quantity of seats is less than the quantity of spectator. She explained that maybe there are spectator who didn’t have a seat, so they need to stand up for watching football game. From this problem, we can explore more about the capacity of stadium and give a cross question to the students.

As the students knew about the large quantity (such as the people or the seats in stadium), we try to make a concrete how much 1.000 is it. In this activity, we use straws as visual aids. They have to bind 10 straws using a rubber. So, the straws are in 10 – 10 now. Next, they need to bind again the 10 of bind-10 straws (each bind consists of 10 straws).

Students work with straws

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