1. MATHEMATICS TEACHING PLANNING
THINKING ABOUT CONTENT
GROUP 1:
1. ERIS PERMATA SARI (A1C010009)
2. DWI RIZKITE (A1C010032)
3. EKA SUPRIYATNA (A1C010036)
4. MUTIA SRI NOVIANI (A1C010041)
5. HERIJON MR SIMBOLON (A1C010043)
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

2. 1. Types of Knowledge
a. Declarative Knowledge
Facts, examples :
1. “+” is the symbol for addition,
2. is the symbol for empty set
Concepts, examples :
1. Cube consists 12 equal edges and 6 equal sides
2. Multiple number of 5
Principles, examples :
1. Pythagorean Theorem
2. Formula to find the area of trapezoid
b. Procedural Knowledge, examples : knowing how to draw a graph in
Cartesian Coordinate and knowing how to solve the operation of
fraction number.
2. Diversity and content
a. Teach content about diversity
Select objectives that focus on developing skills for a diverse
world.
Example:
The material about economical mathematic, such as advantage
(profit), disadvantage, etc. This material is useful in future. When
they want to have some business, they can count how many
advantages they may get or how many loss they may suffer.
Consider using carrier content related to diversity when teaching
any subject :
Example :

3. Teacher compose a teach content about statistic. So teacher has to
explain all about statistic, the use of statistic, and how to use
statistic in daily life.
b. Teach content that is complete and inclusive
Include all contributors, voices, and perspectives when teaching
subjects.
Example :
When the teacher prepare a material about prism, teacher has to
include all contributor about it such as edges, vertices, faces, the
surface area, and the volume.
Emphasize similarities, avoid focusing only on differences.
Example :
The material about rectangle and square. Teacher need to tell the
student about the differences between that two objects (it’s about
the length of sides). Then, Teacher expected to emphasize
similarities ( having 4 sides, 4 vertices, 4 right angle)
To be thorough in your coverage of topics.
Example :
The teacher has the coverage of a material about 3-dimensional
shape consist of types of 3d shape, characteristic, the surface area
and the volume of 3d shape, so teacher should’nt miss any topic
include in that coverage.
c. Connect the content taught to student’s life
For example, we are teaching in a village who are familiar with the
job of his parents as a farmer. Usually here, there’s just a few
parents who pay attention to education for their children. Some

4. students skipping school to help their parents work, or the
conditions that students could not learn or repeat previous lesson
because they don’t have time (their time is spent to help their
parents work). We as a teacher may not force them to learn as in
school-age children in the city. Or sue them to understand
Indonesian in learning process than local language (their daily
habits). They are different and unique. One of the important things
for a teacher to be successful teaching is understand the
characteristics of their students, either in the form of customs,
habits, and abilities. Therefore, we as a teacher can not claim that
they have the same color with us. But bring up the color without
remove their characters and make them even more beautiful than
before.
Teachers teach algebraic sum operation. If earlier when we
teach in a city schools we had no trouble on teaching by giving
example or parable of 2x +3 x = ... . So in a village school, we
must be able to convert to their local language. For example,
when teaching in an area that parents usually woven rug
craftsmen we likens "brother has just finished making a rug 2
pieces, then added with I have completed 3 pieces pandan
carpet. What carpet pandan has been finished?” After that, they
will count it easier than we only write on the board 2x + 3x = 5x.
2x is represent two carpets and 3x is represent three carpets. So,
after they count the result of them, they will get 5x or five
carpet.
The teacher teach the students about addition with different
variable in algebraic operation. As we know that our students
especially the boys like to play football and the girl like to go to
canteen in the break time at school. So we can use it as an
example for our material. Such as, 3 boys are playing football in
the yard and 5 girls are going to the canteen in the break time.

5. Can we count how many boys are playing football? Or how many
girls are going to the canteen? And then the students can find
that the number of boys and girls does not increase even though
they both do activity school’ breaks. Then, we can write in the
board that 3x is represent 3 boys and 5y is represent the girls.
So, if the teacher write like 3x +5y = …, the student can
understand that it can’t be added.
3. Level understanding in teaching mathematic
a. Introductory knowledge
Teacher ask the student to bring ball because they will learn
about sphere.
Teacher ask the student to bring bridge card to learn about
probability.
b. Develop a thorough understanding of important knowledge and
skills.
To remember information:
 describing the shape of sphere by using the real thing that
spheric shape. Then students expected to understand the
characteristic of sphere such as round, has no face, has no
angle.
 teachers explain about the mean of probability as a first
step to learn probability. Then teachers ask the student to
practice probability using the bridge card.
To be able to apply it:
 students able to mention the other example that have
spheric shape by remember the characteristic of sphere
they’ve learned before.

6.  teacher ask the student find the probability valued. Then
teacher ask the student to do it in home used the other
things which can get the value of probability as the learn
in the classroom before.
To comprehend it:
 understanding entirely about sphere consist of
characteristic of sphere and the other example that have
spheric shape.
 understanding probability from the explain in the
classroom abaout meaning of probability and practice that
student do in classroom use bridge card and use the other
things can find the value of probability.
c. Strengthen students’ understanding of previously learned
information :
By review the material of sphere that has been explain before by
emphasize some important point.
Using the sphere props to show students about spheric section so
that students get better comprehension.
By review the material of probability that has been explain
before by emphasize some important point.
4. Analysisis in teaching Mathematic
a. Subject matter outlines
Solving arithmetic operations of addition and subtraction that
involving fractions and relate it to daily events
b. Concept analysis
Students pay attention to the fractions given to the counting
operation that given earlier by example using media that describes
fractions. Then students try to add, or subtract the fractions
appropriate to the condition, the numerator and denominator are

7. equal, the denominator is equal but the numerator is not equal, the
denominator is different but the numerator is equal. These
fractions are represented by the media.
c. Principle statement
Students find that,in solving the form of arithmetic operations of
addition and subtraction fractions must first equate the
denominator then do addition and subtraction of fractions.
d. Task analysis
Then the teacher give the task to the students to see the students'
comprehension, is it still need to be explained or be able to
proceed to the next material or enrichment.