Task 2 PPM -  Group 1 - Thinking about Content
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Task 2 PPM - Group 1 - Thinking about Content

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Task 2 PPM -  Group 1 - Thinking about Content Task 2 PPM - Group 1 - Thinking about Content Document Transcript

  • MATHEMATICS TEACHING PLANNINGTHINKING ABOUT CONTENT GROUP 1: 1. ERIS PERMATA SARI (A1C010009) 2. DWI RIZKITE (A1C010032) 3. EKA SUPRIYATNA (A1C010036) 4. MUTIA SRI NOVIANI (A1C010041) 5. HERIJON MR SIMBOLON (A1C010043) SEMESTER 5 COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed. MATHEMATICS EDUCATION STUDY PROGRAM DEPARTMENT OF MATHEMATIC AND SCIENCE EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY BENGKULU 2012
  • 1. Types of Knowledge a. Declarative Knowledge Facts, examples : 1. “+” is the symbol for addition, 2. is the symbol for empty set Concepts, examples : 1. Cube consists 12 equal edges and 6 equal sides 2. Multiple number of 5 Principles, examples : 1. Pythagorean Theorem 2. Formula to find the area of trapezoid b. Procedural Knowledge, examples : knowing how to draw a graph in Cartesian Coordinate and knowing how to solve the operation of fraction number.2. Diversity and content a. Teach content about diversity Select objectives that focus on developing skills for a diverse world. Example: The material about economical mathematic, such as advantage (profit), disadvantage, etc. This material is useful in future. When they want to have some business, they can count how many advantages they may get or how many loss they may suffer. Consider using carrier content related to diversity when teaching any subject : Example :
  • Teacher compose a teach content about statistic. So teacher has to explain all about statistic, the use of statistic, and how to use statistic in daily life.b. Teach content that is complete and inclusive Include all contributors, voices, and perspectives when teaching subjects. Example : When the teacher prepare a material about prism, teacher has to include all contributor about it such as edges, vertices, faces, the surface area, and the volume. Emphasize similarities, avoid focusing only on differences. Example : The material about rectangle and square. Teacher need to tell the student about the differences between that two objects (it’s about the length of sides). Then, Teacher expected to emphasize similarities ( having 4 sides, 4 vertices, 4 right angle) To be thorough in your coverage of topics. Example : The teacher has the coverage of a material about 3-dimensional shape consist of types of 3d shape, characteristic, the surface area and the volume of 3d shape, so teacher should’nt miss any topic include in that coverage.c. Connect the content taught to student’s life For example, we are teaching in a village who are familiar with the job of his parents as a farmer. Usually here, there’s just a few parents who pay attention to education for their children. Some View slide
  • students skipping school to help their parents work, or theconditions that students could not learn or repeat previous lessonbecause they don’t have time (their time is spent to help theirparents work). We as a teacher may not force them to learn as inschool-age children in the city. Or sue them to understandIndonesian in learning process than local language (their dailyhabits). They are different and unique. One of the important thingsfor a teacher to be successful teaching is understand thecharacteristics of their students, either in the form of customs,habits, and abilities. Therefore, we as a teacher can not claim thatthey have the same color with us. But bring up the color withoutremove their characters and make them even more beautiful thanbefore. Teachers teach algebraic sum operation. If earlier when we teach in a city schools we had no trouble on teaching by giving example or parable of 2x +3 x = ... . So in a village school, we must be able to convert to their local language. For example, when teaching in an area that parents usually woven rug craftsmen we likens "brother has just finished making a rug 2 pieces, then added with I have completed 3 pieces pandan carpet. What carpet pandan has been finished?” After that, they will count it easier than we only write on the board 2x + 3x = 5x. 2x is represent two carpets and 3x is represent three carpets. So, after they count the result of them, they will get 5x or five carpet. The teacher teach the students about addition with different variable in algebraic operation. As we know that our students especially the boys like to play football and the girl like to go to canteen in the break time at school. So we can use it as an example for our material. Such as, 3 boys are playing football in the yard and 5 girls are going to the canteen in the break time. View slide
  • Can we count how many boys are playing football? Or how many girls are going to the canteen? And then the students can find that the number of boys and girls does not increase even though they both do activity school’ breaks. Then, we can write in the board that 3x is represent 3 boys and 5y is represent the girls. So, if the teacher write like 3x +5y = …, the student can understand that it can’t be added.3. Level understanding in teaching mathematic a. Introductory knowledge Teacher ask the student to bring ball because they will learn about sphere. Teacher ask the student to bring bridge card to learn about probability. b. Develop a thorough understanding of important knowledge and skills. To remember information:  describing the shape of sphere by using the real thing that spheric shape. Then students expected to understand the characteristic of sphere such as round, has no face, has no angle.  teachers explain about the mean of probability as a first step to learn probability. Then teachers ask the student to practice probability using the bridge card. To be able to apply it:  students able to mention the other example that have spheric shape by remember the characteristic of sphere they’ve learned before.
  •  teacher ask the student find the probability valued. Then teacher ask the student to do it in home used the other things which can get the value of probability as the learn in the classroom before. To comprehend it:  understanding entirely about sphere consist of characteristic of sphere and the other example that have spheric shape.  understanding probability from the explain in the classroom abaout meaning of probability and practice that student do in classroom use bridge card and use the other things can find the value of probability. c. Strengthen students’ understanding of previously learned information : By review the material of sphere that has been explain before by emphasize some important point. Using the sphere props to show students about spheric section so that students get better comprehension. By review the material of probability that has been explain before by emphasize some important point.4. Analysisis in teaching Mathematic a. Subject matter outlines Solving arithmetic operations of addition and subtraction that involving fractions and relate it to daily events b. Concept analysis Students pay attention to the fractions given to the counting operation that given earlier by example using media that describes fractions. Then students try to add, or subtract the fractions appropriate to the condition, the numerator and denominator are
  • equal, the denominator is equal but the numerator is not equal, the denominator is different but the numerator is equal. These fractions are represented by the media.c. Principle statement Students find that,in solving the form of arithmetic operations of addition and subtraction fractions must first equate the denominator then do addition and subtraction of fractions.d. Task analysis Then the teacher give the task to the students to see the students comprehension, is it still need to be explained or be able to proceed to the next material or enrichment.