Task 2 PPM - Group 5 - Thinking about Content
- 1. MATHEMATICS TEACHING PLANNING THINGKING ABOUT CONTENT Group 5 : Tria Utari (A1C010028) Frenti Ambaranti (A1C010030) Nunung Novisa (A1C010012) Melia Puspita Sari (A1C010014) Nasri Ardhiansyah (A1C010007) Course Lecture : Dewi Rahimah, S.Pd, M.Ed MATHEMATICS EDUCATION STUDY PROGRAM DEPARTEMENT OF MATH AND SCIENCE EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERCITY OF BENGKULU 2012 1
- 2. Please work on this assignment in your group : 1. Please give two examples for each type of knowledge in teaching mathematics a. Declarative Knowledge Facts Concepts Principles b. Procedural Knowledge 2. Please give one example for each way in creating a diversity responsive curriculum in teaching mathematics : a. Teach content about diversity Select objectives that focus on developing skills for a diverse world Consider using carrier content related to diversity when teaching any subject matter b. Teach content that is complete and inclusive Include all contributors, voices, and perspectives when teaching subjects Emphasize similarities, avoid focusing only on differences To be thorough in your coverage of topics c. Connect the content taught to students’ live Select examples, images, and metaphors connected to students’ experienced and cultural backgrounds Learn about your students’ cultural backgrounds and about the community in which you teach Consider skill diversity Engage students by using content based on their interests 2
- 3. Help students learn the skills that will allow them to learn more efficiently 3. Please give two examples for each level understanding in teaching mathematics : a. Introductory knowledge b. Develop a thorough understanding of important knowledge and skills c. Strengthen students’ understanding of previously learned information 4. Please give one example for each analysis in teaching mathematics : a. Subject matter outlines b. Concept analysis c. Principle statement d. Task analysis --------------------------------------------A N S W E R S--------------------------------- - 1. (a) Declarative Knowledge facts Examples: 1. 4 is a factors of 2. 2. 9 is a divisibly of 3. Concepts Examples: 1. Rectangle is a concept. All rectangles have four sides and four angles. 2. Pentagon is a concept. Pentagon have five and five angles. 3
- 4. Principles Examples: 1. find the one long side of the triangle where the two other sides are known, can use the Pythagorean formula 2. To solve an equation, you isolate the variable are solving for. The Addition Principle says that when a = b, a + c = b + c for any number c . example: Solve: x + 6 = -15 (b) Procedural Knowledge Examples: 1. Knowing how to search area of a circle 2. Knowing how to search circumference of a rectangle 2. a. Teacher teaches about statistic in 11th class.. Select objectives that focus on developing skills for a diverse world. Here, teacher select objectives about developing skills in seeing the diverse of language using statistic. Consider using carrier content related to diversity when teaching any subject matter. First teacher explain about data in statistic, especially about singular data. teacher use diverse language for example. teacher show a table in front of class. Table. Language that is used by student in 11th A class SMAN 2 Bengkulu No Indonesian 7 1 Rejang 2 2 Bengkulu 15 3 Padang 2 4
- 5. 4 Serawai 2 5 Medan 2 6 Sum 30 After that teacher ask student to make the other table that show the diverse of the world. By this way, teacher has taught content about diversity of languages b. Teacher teaches about set in 7th class First, teacher explain the definition of set and the element of set, and then teacher give the example base on the real life. for example: teacher give a set named Indonesian tradicional dance, and then teacher gives the subset of them, just like Tari TOR – TOR, Tari Pendet, Tari Saman. A: Indonesian tradisional dance A={ Tor-tor, Pendet, Saman} After teacher explain the example, teacher ask student to make the other example that show the diversity. Teacher ask student one by one to include all contributors, voices, and perspectives. teacher also ask student about the example that is given by their frind and discuss it. is it right or true? and how to make it right. Teacher emphasizes similarities, avoid focusing only on differences. Teacher make the different perspectives to be one similiarities as a conclusion. it also intend to be thorough in teacher’s coverage of topics. c. Teacher teaches about mathematical logic, especially about ponens mode First teacher explain about ponens mode, and then teachers give the examples connected to students’ experienced and cultural backgrounds. P1:Ani has much money and goes to Bali P2: Ani has much money . : Ani goes to Bali 5
- 6. Teacher talks about Bali, because teavher has a student that come from Bali. base on this case, teache has to learn about her/his students’ cultural backgrounds and about the community in which he teach. if there are the other kind of student that come from the other place so the teacher has to make the other example that connected to it. Teacher also has to consider skill diversity of student. it can be done by asking student to give their own example that relates to their cultural background and based on their interests. we hope it can help students learn the skills that will allow them to learn more efficiently. after do the activity, teacher can do evaluation by do a test. 3. a. 1) Teacher teaches about statistics in 11th class Teacher invites students into a building where the statistical population in Bengkulu city. In this case, the teacher has tried to guide the students want to observation, practice and begin to adapt directly, both to the people who work there, and know about the science of statistics, so it is not just observation there, but teachers can reinforce the understanding of the science of learning statistics by looking directly into the processing. 2) Teacher teaches about probability in 11th class The teacher asked some students what they know about the permutations and combinations. After that, the teachers do not give a definition directly about it, but teachers can strengthen it by giving some examples. Of these examples, the student is expected to make its own definition, what is meant by permutations and combinations, as well as the differences between them. 6
- 7. b.1) teacher teaches about the elements and area of rectangular prism in 7th class teachers guide students to apply enhanced scrutiny when measuring long and wide a few objects shaped beam. After that the teacher guiding students to create a chart on the board and fill the table with the observations that have been obtained. The making of the table, students can discover the differences and similarities that may occur in beam size, both in length, width, and height of the beam. If there are multiple sizes of the same block, it would be worth the same extent anyway. Then the teacher explained why it could happen on the basis of elements in the block, with the aim to increase students' understanding. 2) teacher teaches about trigonometry in 11th class CBSA learning can help students understand the knowledge, for example by discussing about trigonometry. Teachers guide students to find trig values the same, but in different angles (the limit angle of 720 degrees) of the sinuses. And with members of the group, students create charts and graphs based on the results that have been obtained. After that the teacher explains how to read the charts of sinus. Sinus would be worth the same, and look at the parallel point on the graph. This method is expected to help students understand the contents. c. 1) teacher teaches about operations on algebraic in 8th class Teachers can share the experience of the past. Because the mathematical form is counting, then convey the experience associated with it. For example, count how many dolls that can be 7
- 8. composed using the stairs pascal (pascal triangle) if it consists of 4 lines. In the story, it is describing the elements of mathematics and numeracy, so that it can help students to think, how the pascal triangle. And do not forget, after the teacher told about it, at times, provide a direct example of the use of pascal triangle so that the material can be directly received by students. 2) teacher teaches about geometrical (rectangular prism) in 7th class teacher invites students to see the surroundings. Then the teacher gives an example to the students of the geometrical form of the beam, which is like a brick. To provide motivation and reinforcement, the teacher asks the students to find other objects shaped beam. So with the invention, the students have known waking flat shaped beam and can identify the object. 4. A. Subject matter outlines Example : 1. Circle equation a. Forms circle equation b. Position a dot (x, y) toward circle 2. Equation of circle tangent line a. Line and circle b. Circle tangent line 3. Union line of two circles a. chord of circle union b. Union tangent line 8
- 9. B. Concept analysis Example : Definition = line through dots that cut 2 circles is union chord. Attributs : Equation of Union chord is L1 – L2 = 0 L1 L2 P1 P2 Union chord Example : Equation of union chord of circle (x – 3)2 + y2 = 16 and circle x2 + (y – 3)2 = 16 is ... Answer : y = x C. Principle statement Example : Relationship between line and circle : 1. If D < 0, line doesn’t cut circle 2. If D > 0, line cut circle in 2 dots 3. If D = 0, line touch circle D. Task analysis Example : How to find equation of tangent line that end dots of center line found out (x1, y1) and (x2, y2). List of step : 9
- 10. Find length of center line / diameter (symbol : d) Find length of radius (symbol : r) Find center dot (passed center line), it is (a,b) Then we input center dot (a,b), radius and tangent dot into formula (x1 – a) (x – a) + (y1 – b) (y – b) = r2 10