1. MATHEMATIC TEACHING PLANING
THINKING ABOUT CONTENT
Group : 6
Member’s names of Group:
Deti Fitri /A1C010003 /The 5th Semester
Yeni Astria /A1C010034 /The 5th Semester
Ari Nugraha /A1C010035 /The 5th Semester
Herlita Fitria /A1C010039 /The 5th Semester
Mustaqim Billah /A1C009029 /The 6th Semester
Lecture:
Dewi Rahimah, S.Pd, M.Ed
PROGRAM STUDI PENDIDIKAN MATEMATIKA
JURUSAN MATEMATIKA DAN ILMU PENGETAHUAN ALAM
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS BENGKULU
2012

2. THINKING ABOUT CONTENT
ANSWER OF OUR GROUP:
1. Two examples for each type of knowledge:
a. Declarative Knowledge
Facts in mathematics is symbol.
Example:
1. 6 is symbol of number six.
2. 5 + 3, is symbol of adding five plus three
Concepts
Example:
1. Cube is a concepts, it has defintion and if we understand about
this concepts we can know a thing belongs to cube or not. A cube
is a three-dimensional figure with six square faces. An odd
number is whole number that is not divisible by 2. {1, 3, 5, 7, … }.
2. Odd number is a concepts, because we can know a number is a
odd number or not with definition of odd number.
Principles
Example:
1. Diameter divides a circle to be two part with equal measure.
2. Radius of circle that equal or congruent is congruent.
b. Procedural Knowledge
1. How to add 233 + 56.
Step 1: Make number in line from, take oneth, tenth, hundredth in one
column, then put a line under, and put symbol of adding beside. Like
this:
233
56 +
Step 2: Add number in equal column, from right to left. Then put the
result under line with equal column. Like this:
233

3. 56 +
289 ; so the result of 233 + 56 is 289.
2. How to multiply 234 x 2
Step 1: Make number in line from, take oneth, tenth, hundredth in one
column, then put a line under, and put symbol of adding beside. Like
this:
234
2x
Step 2: Multiply number under with each of number above from right to
left( 2 x 3; 2 x 3; 2 x 2) and put the result in equal column under of line.
Like this:
234
2x
468 ; so the result of 234 x 2 is 468.
2. Please give one example for each way in creating a diversity responsive curriculum
in teaching mathematics :
a. a. Teach content about diversity
Select objectives that focus on developing skills for a diverse world
Example: Statistics is the study that seeks to try to process the data to get the
benefit of decisions in life.
· Consider using carrier content related to diversity when teaching any subject
Matter
1. what is statistic?
2. How to use statistic?
3. What is population and sample?
4. How to collect data?
b. Teach content that is complete and inclusive
Example : statistical learning
· Include all contributors, voices, and perspectives when teaching subjects
Students ordered to study outdoor to collect data in around school, like is
types of motors, flowers etc. and then students ordered to report their result.

4. · Emphasize similarities, avoid focusing only on differences
When students find the different opinion, may be like, there is student collect
data, example flower base on color, types. So teacher must equate their
opinion that everyone have understanding self.
· To be thorough in your coverage of topics
After they collect data, students will understanding what the statistic and can
process the data
c. Connect the content taught to students’ live
Select examples, images, and metaphors connected to students’ experienced
and cultural backgrounds
If the teacher asks students how many of them play baseball or enjoy
baseball, the majority of boys in the classroom will more than likely raise their
hands. The teacher can utilize this concept by using an overhead transparency,
chalkboard, or other advanced technological device. In a baseball diamond, the
distance between each of the three bases and home plate are 90 feet and all
form right angles. If a teacher draws a line from home plate to first base, then
from first base to second base and back to the home plate, the students can
see a right triangle has been formed. Using the Pythagorean Theorem, the
teacher can then pose the question, "How far does the second baseman have to
throw the ball in order to get the runner out before he slides into the home
plate?" (90)^2 + (90)^2 = c^2, or the distance from home plate to second base.
8100 + 8100 = 16,200. The square root of 16,200 is approximately 127, so the
second baseman would have to throw it about 127 feet.
Learn about your students’ cultural backgrounds and about the community in
which you teach
He could teach mathematics by means to students, exemplify the real
for example in learning may be done by means of a discussion groups.
Here will happen good communication between one group with the other group
which they are filling with each other and teachers give some about a job to in
charge by students with his students must resolve the question of give and
students will come to the emergence of culture learn good and efficient.

5. Teachers also required to be used colloquially so clearly understandable by
students.
Consider skill diversity
Individuals have diversity and distinct each thinking pattern as well.
Here prosecuted for creativity can develop students teachers can connect
learning this with props to be in use students.
Students in give instruction concerning props and students will make yourself
props seemed compliance with the wishes but according to their teacher is in
want to have no different.
Capability of workmanship ( surgery ) and procedures to be overrun by students
with speed and precision, for example, surgery count the set of operations.
Some skill set of rules or prescribed by instruction or procedures sequential
called algorithms, e.g procedure complete system of linear equations two
variables.
Engage students by using content based on their interests
If students feel lesson taught considered important students will asked
the teacher for arranging extra courses so that teachers can teach students
subjects lacking in understand the students outside school hours to get in teach
in depth.
Help students learn the skills that will allow them to learn more efficiently
Students will prefer lessons if they like a teacher who teaches.
Here teacher in charge to be taught properly and not monotonous.
For example, in learning trigonometry teachers could bring students outside
the classroom and directly into the field.
Teachers could sampled counting the height of a tree with a knowing manner
long between one point and the point where it was.

6. The of learning students will not be creative thinking and was bored with
learning usually only on doing in the classroom.
3. Please give two examples for each level understanding in teaching mathematics :
a. Introductory knowledge
1. In Geometry figure lesson,
At this stage students know about two dimensional figure, eg square, triangle,
circle, etc and three dimensional figure eg sphere, cube, cone etc. Children
can select and show the shape of geometry figure. They can give definition
from a figure. Students have knowledge about classification all of geometry
figure.
2. In Algebra lesson
Student must know use the symbol as a "substitute" to define constants and
variables, In the algebra of 2a, 2 is called the coefficient, while a so-called
variable (variables). Students must know basic form of algebra. It is taught to
students who are presumed to have no knowledge of mathematics beyond the
basic principles of arithmetic. In arithmetic, only numbers and their
arithmetical operations (such as +, −, ×, ÷) occur. In algebra, numbers are
often denoted by symbols (such as a, n, x, y or z).
b. Develop a thorough understanding of important knowledge and skills
1. In Geometry figure lesson,
At this stage students will understand and know the properties of geometry
figure, as in a cube of side there are have 6 pieces, while there is 12 ribs.
Students at this stage have to determine the relationship between the
related geometry with another geometry. They analys elements of
geometry. Teacher give formula to find Perimeter, Area and Volume of
Common Shapes. Student know from where formula of geometry figure.
After that student can find area of geometry figure with a formula. They
can calculate that.
2. In Algebra lesson,

7. Students know the general formulation of arithmetical laws (such
as a + b = b + a for all a and b), and thus is the first step to a systematic
exploration of the properties of the real number system. Student know
different and definition of Identity elements, Commutativity, and
Associativity in algebra. Student can finish binary operation.
It allows the reference to "unknown" numbers, the formulation
of equations and the study of how to solve these. (For instance, "Find a
number x such that 3x + 1 = 10" or going a bit further "Find a number x such
that ax + b = c". This step leads to the conclusion that it is not the nature of
the specific numbers that allows us to solve it, but that of the operations
involved.)
c. Strengthen students’ understanding of previously learned information
1. In Geometry figure lesson
Teacher give a real concept about geometry figure. Teacher give
question story for their exercise. Student reads task story before find a
formula of geometry figure.
2. In Algebra lesson,
After that, teacher can explain about polynomial or quadratic equation.
A polynomial is an expression that is constructed from one or
more variables and constants, using only the operations of addition,
subtraction, and multiplication (where repeated multiplication of the
same variable is conventionally denoted as exponentiation with a
constant nonnegative integer exponent). For example, x2 + 2x − 3 is a
polynomial in the single variable x.
An important class of problems in algebra is factorization of polynomials,
that is, expressing a given polynomial as a product of other polynomials.
The example polynomial above can be factored as (x − 1)(x + 3). A
related class of problems is finding algebraic expressions for the roots of
a polynomial in a single variable.

8. Student can find the formulation of functional relationships. (For
instance, "If you sell x tickets, then your profit will be 3x − 10 do, or f(x)
= 3x − 10, where f is the function, and x is the number to which the
function is applied.")
4. Please give one example for each analysis in teaching mathematics :
a. Subject matter outlines
b. Concept analysis
c. Principle statement
d. Task analysis
answer :
a. The example of subject matter outlines :
Topic : trigonometry
Class :X
Subject matter outlines :
1. Angle and its unit
2. Value of angle trigonometry
3. Identity of trigonometry
4. Formulas of trigonometry at triangle
b. The example of concept analysis
From the topic at point a so the concept analysis of teacher when he/she
plan to teach are:
o the first concept must to understanding student are:
1. What is the trigonometry?
2. What is angle?
3. What the unit of angles?

9. o After students understanding about concept trigonometry and angle, the
next concept must understanding of students value of angle
trigonometry:
1. Comparison of trigonometry at rightriangle.
2. Value of angle trigonometry at coordinate area.
3. Formula comparison of angle trigonometry in every quadrant
4. How to draw the graph of function trigonometry?
o Next step give understanding about identity of trigonometry:
1. What is identity of trigonometry?
2. How to method identity of trigonometry?
c. The example principle statement.
Principle statement to help understanding students about this topic is
involve students with make a game or study in outdoor, like to measure the
high od tree etc.
d. The example of task analysis:
Students ordered to find the high of tree with known the elevation angle
based on trigonometry concept.