DESIGNING A HYPOTHETICAL LEARNING TRAJECTORY USING THE PINEHALA CUSTOMARY SANCTION CONTEXT TO FOSTER STUDENTS' UNDERSTANDING OF ALGEBRAIC FACTORIZATION

Abstract

Mathematics instruction in digital classrooms has not fully utilized digital technologies and is often delivered abstractly without meaningful real-world contexts, particularly in teaching algebraic factorization, a topic widely perceived as difficult by students. Therefore, this study aimed to design a Hypothetical Learning Trajectory (HLT) for algebraic factorization by employing the Pinehala customary sanction of the Tolaki Mekongga community as a meaningful starting point within the framework of Realistic Mathematics Education (RME). This qualitative study adopted design research, limited to the preliminary design phase, focusing on developing and validating the proposed HLT. Data were collected through classroom observations and Focus Group Discussions (FGDs) involving mathematics education experts and practicing teachers. The findings showed that buffaloes (Kiniku or Karambau) and machetes (Ta'awu) can be represented as algebraic variables, whereas white cloth and water containers function as fixed components. Based on these findings, the HLT was designed using the iceberg model with four stages: situational, model-of, model-for, and formal model, leading students to construct the general form of algebraic factorization, . The HLT was implemented through a Canva-based digital Student Activity Worksheet consisting of six learning activities, supported by anticipated student conjectures and scaffolding strategies. The proposed HLT offers a contextual, meaningful, and culturally responsive approach to teaching algebraic factorization while promoting the preservation of local cultural heritage.