The document outlines a mathematics teaching plan focusing on content and understanding. It provides a group assignment with questions about: 1) Examples of declarative and procedural knowledge in mathematics teaching. 2) Ways to create a diversity responsive curriculum, including teaching about diversity, inclusive content, and relating content to students' lives. 3) Examples of different levels of understanding in mathematics, from introductory to strengthening previously learned information. 4) Examples of different types of analysis used in mathematics teaching, like subject matter outlines and concept analysis.

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
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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
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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---------------------------------
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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.
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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
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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
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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.
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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
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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
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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 :
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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
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