From the practitioners review: Learning design using climate change context for differential topic

This article aims to describe validity of the learning of differential concept using the context of climate change viewed from some practitioners. The activity design that has been made needs to be tested for validity by experts and practitioners. The method used was a design study involving preliminary design, including self-assessment, peer review, and individual, small group, and field testing. However, this article only covered the peer review phase. It aims to illustrate early learning of mathematics using differential concepts in the context of climate change from an experienced perspective. The study includes evaluations by teachers with experience in school learning. Documents and questionnaires were used as data collection techniques. The method used was a design study involving preliminary design, including self-assessment, peer review, and individual, small group, and field testing. This article only covered the peer review phase. It aims to illustrate early learning of mathematics using differential concepts in the context of climate change from an experienced perspective. The study includes evaluations by teachers with experience in school learning. Documents and questionnaires were used as data collection techniques.