MATHEMATICS TEACHING PLANNING

Critical Teaching Skills for

Presenting Information

GROUP 8:

1. KARTIKA CANDRA (A1C010019)

2. MIFTAHUL JANNAH (A1C010020)

3. RIKA FEBRIANTI (A1C010021)

4. MARIZA ELIANORA (A1C010038)

5. EKI RAHMAD (A1C010042)

SEMESTER 5

COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed.

MATHEMATICS EDUCATION STUDY

PROGRAM

DEPARTMENT OF MATHEMATIC AND

SCIENCE EDUCATION

FACULTY OF TEACHER TRAINING AND

EDUCATION

UNIVERSITY BENGKULU

2012

1. Give comments on the following video by connecting it to the

responding to english language learners when presenting

information.Following are more ideas:

a. Men in video presentation this content by used props

b. Men in video explanation this content enunciate clearly and

for my group, his voice to slow. So, some word that he say,

We don’t understand.

c. Men in video do some repetition for instance he say that “

equal height and equal base” so we always remember it and

understand it.

d. I agree with men in video, he don’t speak too quickly and he

use brief pause. But, his voice too slow at some word.

e. he written on the board is not in accordance with his

demonstration. He demonstrated that three times volume of

pyramid equal the volume of prism. But, he directly write that

volume of pyramid ( V= 1/3 bh),for student who have low

comprehension level, they can difficult.so, it is important to

write down volume of prism equal three times volume of

pyramid(Vprism = 3.Vpyramid).

f. in explaination, we don’t find his idiom and his slang.

2. Give comments on the following video by connecting it to the

ideas that may help in planning demonstration.

For example from the video, we know that teaching not just

explaining or asking student. But, we act out to student. At time

teacher give us practice, teacher for first time introduce props

that will be use. Let teacher hold up scissors together with told

or at time teachers have circle object and give know us with say

and hold up the props.

Use a “think-aloud” to explain what you are doing as you do it.

As a teacher, we prepare our lesson study before all of us

teaching to student. For example; things that will be used, steps

work, and etc.

As teacher the visual support if we have used props. We give

student know what kind of props that may be use. So, any real

props that students look. Example; at introduce in practice using

is scissors, pencil, string, circle object, and so on. And next we

want to find or calculate and proof the circumference of circle.

We using cabin board with y axis is across the object and x axis

is around the object (ask student to look the props).

Demonstrating the new skill or knowledge only once is generally

not enough. For example, if you are teaching students to find

the circumference of circle, let them watch you find the

circumference of circle with several different pairs of circle.

On the video, we not find actively involve students in the

demonstration as appropriate. But we can do it. For example; at

time we want to mark side of circle we provide to student to do

it with guideline from teacher. One example again; at moment

we want measure circumference of circle, we involvement

student to do it. To put the circle to plane, stick mark at the zero

point. We ask students to scroll the circle from start mark until

start mark again.

We can find that as like teacher, we must be explain from first

steps until last steps by clearly. For example; first time as

teacher give students know the utility of learn. Second time, we

introduce things that may be we using in practice. Third time,

begin to work to calculate circumference of circle with practice.

And the last time, conclude what the concluded of our practice

about circumference of circle.

1 2 3 4 5 6 7 80-1-2-3-4

3. Give examples responding to diversity when planning visual

supports in teaching one topic in mathematics.

Topic : Addition and subtraction of integer.

To help teacher presentation this material, we use props as a

visual support.

I. We can use card number(kartu bilangan), or we use beam

the number line(balok garis bilangan)

II. In powerpoint we writte rule play or step to use card

number or beam the number line to help students

understand our props.

III. We use underline to mark essential information and we

use picture to supplement written word in rule play or

steps. For example:

Rule play beam the number line and we give the underline to the

essential information

a. Every star demonstration, the position of the beginning of

the show should always star from the number or scale

zero(0)

b. Consistently positive number indicated by arrows facing

to the right and a negative number is always indicated by

arrows to the left.

c. If the first number in an arithmetic operation is positive,

then the tip of the arrow is directed to the positive

number and move forward with a scale equal to the first

number. Conversaly, if the first number are negative, then

the tip of his arrow directed to move with a negative

number.

d. If the arrow stepped forward, then in term of the principle

of arithmetic operation can be interpreted as the sum

advance. If arrow backwards stepped, can be interpreted

as a subtraction.

for example:

rule play card number

if we find the card like , it is equal to zero(0).

IV. Then we print out the step or rule play, so that the

student have it and can be use at home.

4. Give examples responding to diversity when giving directions in

teaching one topic in mathematics.

a. Shorten and simplify directions.

Example:

In mathematics in material algebra, we using elimination

method and substitution method. We provide students’

question with first equation is 2x + 3y = 16 and second

equation is x + 2y = 4. Calculate value of x and y.

b. Give fewer directions at a time and have students repeat

or paraphrase what are to do (check for understanding).

Example:

We give students material about circle, and we give explain

to student about characteristic of circle, and after that we ask

student to make definition of circle based on their

comprehension.

c. Cue directions with numbers (for example, “first” or

“second”) and gestures (showing one finger, then two).

Example:

In multiplication, exactly in multiplication 9.

Example: 2 × 9

1. row ten of our finger, so we can calculate 1-10. If need,

mark with a pen. To more clear, look at the picture bellow.

2. fold finger in sequence 2 number. 2 number, we take

from 2 × 9. If in multiplication 6 × 9, so finger that must be

fold is sixth fold.

3. calculate each finger in the left side and right side that

we could be calculate. In the left finger that second finger,

can we look one finger. In the finger right can we find eighth

finger. So, we can find 18 from practice and suit with

multiplication 2 × 9.

d. Emphasize key words with intonations in your voice and

with gestures.

Example:

We explain definition about circle or formula of the circle, we

using loud voice with emphasize.

e. Make the directions into a list of steps that students can

check off as they complete each step.

Example:

Based on answer from number 3, point 3. We make that

steps, and make it empty in some of sentence. And we ask to

student to completed that sentence.

f. Check for understanding by asking specific questions to

prevent cultural misunderstandings. Some students will

say they understand the teacher’s directions (even when

they don’t) to be respectful. Avoid asking, “Do you

understand the directions?” Instead, ask a question like,

“What is the first thing you should do?” (Zirpoli,2005).

Example:

At this point, we give student rectangle. And we ask student

to show the area of rectangle to we are. May be any student

that show as like picture bellow :

Red color is side that student show to we are as form of the

area of rectangle. And may be any student that show to we are as

like picture bellow:

Red point that show at the interior of rectangle, and this is can’t

declare as area of rectangle.