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
EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF BENGKULU
2012

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 nets
2. One example for each way in creating a diversity responsive curriculum
in teaching mathematics
A. Teach content about diversity
Topic :Comperehension
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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 activity
B. 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
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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
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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
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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
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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 known
Concept 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 sphere
Principles 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:
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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.
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