Task 2 PPM - Group 7 - Thinking about Content

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Task 2 PPM - Group 7 - Thinking about Content

  1. 1. MATHEMATICS TEACHING PLANING THINKING ABOUT CONTENT GROUP 7 1. Rien Dioni Lestari (A1C010008) 2. Dewi Puspita Sari (A1C010017) 3. Dendrit Gunawan (A1C010023) 4. Sri Pirwanti (A1C010026) 5. Meta Tri Manyang Sari (A1C010033) Semester : V (Five) Lecturer : Dewi Rahimah S.Pd, M.Ed MATHEMATICS EDUCATION STUDY PROGRAM DEPARTMENT OF MATHEMATIC AND SCIENCE EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF BENGKULU 2012
  2. 2. 1. Two examples for each type of knowledge in teaching mathematics Declarative Knowledge a. Fact: Point, line, and space (It’s can not be defined and its must be sure ) Concept : Right Triangle is a triangle where one of its interior angles is a right angle. Principle : In 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 the squares whose sides are the two legs (the two sides that meet at a right angle). b. Fact : 7 is symbol / notation of number 7 Concept : Prime number is the natural number that just divide by their self , or the number that has two factor, and number 1 is not prime number. Principle: If p is prime number and p| (a.b) so p|a or p|b Procedural Knowledge : a. Knowing how to use clinometers to measure the height of object b. Knowing how to make cube and rectangular prism nets2. One example for each way in creating a diversity responsive curriculum in teaching mathematics A. Teach content about diversity Topic :Comperehension 1
  3. 3. Select objectives that focus on developing skills for a diverse world : The purposes of this lesson are students can give some example with using comprehension, can solve problems that involving the comprehension that have learned and can used this lesson in daily activity for a diverse world, For example, student can make a sketch and a plan of their class from the actual size that has been identified or student can know the tha actual size (ex. The door, the heigt of objec) from a model or a photo.. This is very useful in the students life later. Consider using carrier content related to diversity when teaching any subject matter : Firstly, teacher has explained about the comprehension material and explain about how to calculate using comparisons. Then teacher asks student to see a map, and ask students to find and calculate the actual distance betwen one province to another with using comparison and scale. (teacher asks student to measure the diferent place with their another frends) or if the situation allows, teacher asks students to look at the google maps, and asks student to measure distance between their home with their school using comparison and scale. From that activity students are expected to measure the another distance or size of something or can make a good sketch from the actual object in their daily activityB. Teach content that is complete and inclusive Topic : Probability Include all contributors, voices, and perspectives when teaching subjects : Student do the experiments that is roll the dice in they group. counting the appears probability of each dice in 2
  4. 4. several times. Based on experiments which has done, each group present their opinion about their experimental results and their conclusions that they got. Emphasize similarities, avoid focusing only on differences : Maybe, in their group risult has different opinion and conclusion each other, so that teacher must help to explain more detail about the risult experiments and make each group has same opinion . To be thorough in your coverage of topics : teachers and students conclude their experiment together.C. Connect the content taught to students’ live Topic : Greatest Common Devisor (GCD) and Least Common Multiply (LCM) Select examples, images, and metaphors connected to students’ experienced and cultural backgrounds : Teacher use a Dakon to make student more understand about Greatest Common Devisor (GCD) and Least Common Multiply (LCM) Learn about your students’ cultural backgrounds and about the community in which you teach : students has study in the fourth grade of Elementary School and As we know that a children who 3
  5. 5. study in Elementary School, they still like to play a game and usually they have known about dakon atau congkak Consider skill diversity : According Piaget theorem, the characteristics of children in Elementary School are in concrete operational step . Its mean in teaching a lesson to student we need to give a real examples, so student can build a concept independently. Engage students by using content based on their interests ; student still in fourth grade of Elementary School (children) has interest to learn while playing, , so to increase they comprehension about Greatest Common Devisor (GCD) and Least Common Multiply (LCM) are done by using a number Dakon proof. Help students learn the skills that will allow them to learn more efficiently : Before it the teacher explain about how to use Dakon and then teacher give a task about Greatest Common Devisor (GCD) and Least Common Multiply (LCM) and ask student to do the task by using the number Dakon proof.3. Two examples for each level understanding in teaching mathematics Example 1 Topic : Circle a. Introductory knowledge : Before teacher explain about the circle, teacher ask student to pay attention and remember objects that have surface a circle, then students are asked to tell and mention the properties of circle helped by a teacher. b. Develop a thorough understanding of important knowledge and skills : Teacher explain about a circle more detail, teacher show 4
  6. 6. form of a circle and before it teacher give the purpose of this subject matter by giving some example about a circle so that student more understand. c. Strengthen students’ understanding of previously learned information : This activity can do in the form of test or student speaking in front of the class. For example teacher provide an alarm clock. Suppose a meeting point between needle of minute and needle of second as the central point of circle. Then student show the elements of the circle by using an alarm clock and tell briefly in front of the class. For the test examples, teacher gives some task and asks student to do the task, and then the answers are corrected to know the comprehension of students. Example 2 Topic : Pythagorean Theorem a. Introductory knowledge : Teacher invite student to remember about a subject matter that support a pythagorean theorem, for example remember about a lesson of triangle, rectangle, angels, a square number, and square roots. b. Develop a thorough understanding of important knowledge and skills : Teacher explain about a Phytagorean theorem and give a sample task that related with Pythagorean theorem and connect it with daily activity, for example calculate the nearest distance. c. Strengthen students’ understanding of previously learned information : Teacher ask the student to do the exercises about Phytagorean theorem to know the children’s understanding of the material conveyed.4. One example for each analysis in teaching mathematics 5
  7. 7. Subject matter outlines Calculate the area of cylinder, cone, and sphere in the story tasks Calculate the volume of cylinder, cone, and sphere in story tasks Calculate the the elements of cylinder, cone, and sphere if its volume is knownConcept analysis: a. Students are given some examples of object that have the form of cylinder, cones and sphere and then the students search and find some samples of cylinder, cones and sphere and the samples that is not cylinder, cones or sphere b. From the examples, student analyze the definition, characteristic, and elements of cylinder, cones and sphere c. From the examples, student see and search, what the characteristics and elements of cylinder, cones and sphere thas is not found in their example of object. d. Teacher help student to understand step by steps to find te formula of the surface area of cylinder, cones and sphere e. Teacher help student to understand step by steps to find te formula of the volume area of cylinder, cones and spherePrinciples Statement: Students find the relationshif between volume of of cylinder, cones and sphere from the activity based their analysis about the risult of the experiment and learning activity.Task Analysis: 6
  8. 8. a. Student do the experiment activity to know the formula of volume of cone, using cylinder based the calculated of how they can get the volume and area of one and component. Student do the activities step by steps based teachers instruction.b. Student do the experiment activity to know the formula of volume of sphere, using cylinder based the calculated of how they can get the volume and area of one and component (or using cone if they have know the formula of the cone based first activity). Student do the activities step by steps based the teachers instruction. 7

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