Mathematics Teaching Planning Thinking About Content Group 3 Elwan Stiadi A1C010015 Ahyar Formadi A1C010016 Tendy Novika A A1C010013 Intan Tia Enggraini A1C010025 Eka Noprianti PP A1C010024 Semester :5 Lecturer : Dewi Rahimah S.Pd, M.EdProgram Studi Pendidikan MatematikaFakultas Keguruan dan Ilmu Pendidikan Universitas Bengkulu 2012
Please work on this assignment in your group :1. Please give two examples for each type of knowledge in teachingmathematics :a. Declarative Knowledge· Facts2 is subset of natural numbers.3 is subset of odd numbers.· ConceptsSquareTrapezoid· PrinciplesPhythagorean theorem,Round up numbers 10 or smallerb. Procedural Knowledge : knowing how to add fractions, knowing howto multiply functions .2. Please give one example for each way in creating a diversityresponsive curriculum in teaching mathematics :a. Teach content about diversity· Select objectives that focus on developing skills for a diverse world.Orange (fruit). In here orange is used to find area of a ballformula.(Cognitive)· Consider using carrier content related to diversity when teaching anysubject MatterUse cardboard box to teach about rectangular prism.b. Teach content that is complete and inclusive· Include all contributors, voices, and perspectives when teachingsubjects (when the teacher want to teach content about area of a ball,the teacher must read books about that before, and then the teachermay be can make some groups from students and then command thestudents to proof the area fo ball with a orange, in here studentscontribute to learn about the content from the student’s perspective andcertainly must be guided by the teacher and help student to teach thecontent to them by them self,· Emphasize similarities, avoid focusing only on differencesWhen the teacher want to teach about something for example aboutarea of a ball the teacher can make a similarity with to proof area of aball with a orange.
· To be thorough in your coverage of topicsWe explain all material with detail and specificly.c. Connect the content taught to students’ live· Select examples, images, and metaphors connected to students’experienced and cultural backgroundsMay be the teacher want to explain about geometry(3-dimension) forexample about rectangular prism may be we can use cardboard box toteach about that, because the students often see that(student’sexperience)· Learn about your students’ cultural backgrounds and about thecommunity in which you teachBefore we teach about something students we must know about situationyour students such as their healthy, their family’s economic, theirIQ(intelegency), their knowledge, etc.For example we want teach about geometry, we must know about theirfamily economic and their intelegency, may when we want teach aboutthat we can use cardboard/carton because it’s cheap and with thatstudents will more understand.· Consider skill diversityEach students have different skill, so when we teach about something wemust think about that.For axample we want teach about geometry because we know thestudents have different intelgency so we can use props to explain aboutthat.· Engage students by using content based on their interestsWhen we want teach about something, may be the student more interestuse props, so when we teach about something, we should teach useprops.· Help students learn the skills that will allow them to learn moreefficientlyWhen we teach about something we must allow students to learn moreefficiently and help them, for example we want teach about geometrywe can allow them to learn from their environment and we can helpthem to explain about that.3. Please give two examples for each level understanding in teachingmathematics :a. Introductory knowledge
1. for example the teacher want to explain about numbers. Before theteacher teachs about that the teacher can explain about history ofnumbers, who find the numbers, meaning of numbers etc.2. the teacher want to explain about function. Before the teacher teachsabout that, the teacher can explain about meaning of function, etc.b. Develop a thorough understanding of important knowledge and skills1. remember the information :formula of a cylinder volumecomprehend the formula (V ) that is equal with based area xheight.Aplly it:To measure maximum volume gasoline/water in a drum.2. remember and comprehend the information:1 kg = 1000 gram = 10 ons (example)Aplly it : in the marketc. Strengthen students’ understanding of previously learnedinformation1. when we want teach about cylinder, we can make the studentsremember again about circle.And after we teach about cylinder we can command students to make acylinder, give a home work about cylinder so students more understand.2. when we want teach about cube, we can make students rememberagain about square. And after we teach about cube we can commandstudent to make some cube with different size, give a homework, etc, sostudents more understand about that.4. Please give one example for each analysis in teaching mathematics :a. Subject matter outlinesDifferential Calculus, Geometry, Cuboid, etc,b. Concept analysis1. Definition of square:In geometrya square is a regular quadrilateral. This means that it hasfour equal sides and four equal angles (90-degree angles, or rightangles).2. Definition of cuboidDefinition of a cuboid, the only additional requirement is that these sixfaces each be a quadrilateral, and that the undirected graph formed bythe vertices and edges of the polyhedron should be isomorphic to thegraph of a cube.Example : a box of shoes, cupboard, etc.c. Principle statementExample :
In mathematics, the Pythagorean theorem or Pythagoras theorem is arelation in Euclidean geometry among the three sides of a right triangle(right-angled triangle). In terms of areas, it states:In any right triangle, the area of the square whose side is the hypotenuse(the side opposite the right angle) is equal to the sum of the areas of thesquares whose sides are the two legs (the two sides that meet at a rightangle).The theorem can be written as an equation relating the lengths of thesides a, b and c, often called the Pythagorean equation:d. Task analysisA list of sequential step that must be follow in order. Example : how to do long multiplication, how to do factoring of aalgebra fuction/equation.