Faculty
Study Program Course Name Semester Credit Semester
Course Requirement Lecturers
: FMIPA
: Mathematics Education
: Mathematics Instructions Methods : Theories = 2; Practice = 1
: V : -
: R. Rosnawati, M. Si and Ilham Rizkianto, M. Sc ([email protected])
I. Course Description
The course provides students the opportunity to study and analyze any efforts to manage external factors in order to support an effective learning so that it can reach an optimal learning result. It also improves students capabilities to learn meaningfully and cooperatively. By taking this course, students will learn and understand characteristics of high school mathematics, characteristics of pupils, and the learning process based on theories and mathematics thinking. Moreover, this course engages students to understand how to choose learning strategies, models, approaches, methodes, and technics in implementing active and creative mathematics learning. It also poses some examples of models, strategies, and approaches in mathematics classroom. Students also learn to analyse the cases about mathematics learning process in the classroom. II. Course Basic Competence
After taking this course, students are able to:
1. Understand the substance of mathematics and the meaning of learning mathematics 2. Identify the different instructions for pupils in the mathematics classroom
3. Manage mathematics classroom by helping pupils to foster their self-awareness, regulate emotions, and encourage problem-solving perseverance
4. Understand some theories in teaching learning mathematics and their implementation in the mathematics classroom, for instance: Realistic Mathematics Education approach, problem solving approach, open-ended approach, and contextual teaching and learning approach.
5. Design a problem solving problem, an open-ended problem, and a contextual problem
6. Identify the advantages and drawbacks of using technology, games, and media in teaching learning mathematics.
7. Design a game to help pupils develop their mathematical thinking 8. Develop a module or a worksheet for pupils in learning mathematics 9. Acquire information about the teaching learning process from the video 10. Design an assessment form to assess pupils understanding in mathematics.
III. Planned Activities
Weeks Basic Competence Materials Learning
Strategies References I Students are able to
understand the substance and the meaning of mathematics and learning
Mathematics and Learning
Mathematics
Classroom discussion.
II III IV V VI VII VIII mathematics
Students are able to make different instructions in teaching and learning mathematics.
Students are able to find strategies that can turn mathematical fight or flight into re-engagement in the classroom.
Students are able to identify socio and
sociomathematical norms and understand the important of the norms.
Students are able to understand the characteristics of Realistics Mathematics Education approach.
Students are able to grasp the idea of problem solving approach and give an example of the
problem.
Students are able to define an open-ended approach and design an example of an open-ended problem.
Students are able to understand the
characteristics of CTL approach and when it can be implemented in teaching mathematics.
Differentiate instructions.
Classroom
management (how to foster students’ self-awareness, help regulate emotions, and encourage problem-solving perseverance) Socio and sociomathematical norms Realistic Mathematics Education in Indonesia Problem solving approach Open-ended approach Contextual Teaching and Learning (CTL) approach Group discussion Group discussion and classroom discussion Group discussion and classrom discussion Group discussion Group discussion Group discussion and classroom discussion Group discussion
Small & Lin (2010) Trinter & Garofalo (2013); Nebesniak (2012) Kastberg & Frye (2013), Lopez & Allal (2007)
Ariyadi Wijaya (2012)
Roberts & Lee (2013)
Sanchez (2013)
IX
X
XI
XII
XIII
XIV
XV
Students are able to design a worksheet to help pupils in developing their mathematical thinking.
Students are able to understand the
characteristics and the type of media and the reason using them.
Students are able to acquire information about the advantages and disadvantages using technology in teaching learning mathematics.
Students are able to understand how games can motivate pupils to develop their
mathematical thinking and design their own games to develop pupils’ mathematical thinking.
Students are able to acquire information about the teaching learning mathematics prosess from the video.
Students are able to design the assessment form for classroom activity
Students are able to reflect what they have learnt during the course
Designing worksheets
Media in learning mathematics
Technology in teaching learning mathematics
Games to develop mathematical thinking
An example of learning prosess in the classroom (a video).
Classroom assessment
Reflection
Group discussion
Group discussion
Group discussion
Group
discussion and classroom discussion
Group discussion
Group
discussion and classroom discussion
Individual
NCTM (2013)
Somchaipeng, Kruatong & Panijpan (2012); GjØvik (2012)
Kolovou, van den Heuvel-Panhuizen, Köller (2013); Burke (2012)
Yeo (2012); Wanko & Nickell (2013)
Video of MITC Dolk & Fosnot. Young
Mathematicians at work (2004)
Suurtamm (2012)
IV References A. Mandatory
Ariyadi Wijaya. 2012. Pendidikan Matematika Realistik: Suatu Alternatif Pendekatan Pembelajaran Matematika. Yogyakarta: Graha Ilmu.
Burke, M. J. 2012. “The Devil & Daniel’s Spreadsheet”. Mathematics Teacher. 105 (8): 578-585.
CORD. 1999. Teaching Mathematics Contextually. USA: CORD Communications. Inc
Dolk, M & Fosnot, C. T. 2004. Young Mathematician at Work. Mathematics in the City.
Edwards, M. T., Harper, S. R., Cox, D. C. 2013. “Authentic Tasks in a Standards -Based World”. Mathematics Teacher. 106 (5): 346-353.
GjØvik, Ø. 2012. “Flying High with The Bird Tetrahedron”. Mathematics Teacher. 106 (1): 16-21
Hoffert, S. B. 2009. “Mathematics” the universal language”. Mathematics Teacher. 103 (2): 130-139.
Kastberg, S. E & Frye, S R. 2013. “Norms and Mathematical Proficiency”. Teaching Children Mathematics.20 (1): 28-35
Lopez, L.M. & Allal, L. 2007. “Sociomathematical norms and the regulation of problem solving in classroom multicultures”. International Journals of Educational Research 46: 252 – 265
Neberniak, A. L. 2012. “Effective Instruction: A Mathematics Coach’s Perspective”. Mathematics Teacher. 106 (5): 354-358.
NCTM. 2013. “Divide like an egyptian”. Student Explorations in Mathematics. March 2013.
Roberts, S & Lee, J. 2013. “A Skyscraping Feat”. Mathematics Teacher. 107 (4): 258 – 264.
Kolovou, A., van den Heuvel-Panhuizen, M., & Köller, O. 2013. “An Intervention Including an Online Game to Improve Grade 6 Students’ Performance in Early Algebra”. Journal for Research in Mathematics Education. 44 (3): 510-549. Small, M & Lin, A. 2010. More Good Questions: Great Ways to Differentiate
Secondary Mathematics Instruction. Teacher College Press.
Somchaipeng, T., Kruatong, T., & Panijpan, B. 2012. “Using Disks as Models for Proof of Series”. Mathematics Teacher. 106 (1): 46-50.
Suurtamm, C. 2012. “Assessment can support reasoning and sense making”. Mathematics Teacher. 106 (1): 28-33.
Trinter, C & Garofalo, J. 2013. “I need more information!”. Mathematics Teacher. 107 (2): 126-131.
Wanko, J & Nickell, J. 2013. “Reinforcing geometric properties with Shapedoku Puzzles”. Mathematics Teacher. 107 (3): 188-194.
Yeo, J. 2012. “Fifteen: combining magic squares and Tc-Tac-Toe”. Mathematics Teacher. 106 (1): 34-39.
B. Appendices
Foster, C. 2011. “Student-Generated Questions in Mathematic Teaching”. Mathematics Teacher. 105 (1): 26-31.
Garofalo, J & Trinter, C. P. 2012. “Tasks That Make Connections through Representations”. Mathematics Teacher. 106 (4): 303-307
Jensen, J. L. 2013. “Students as Mathematics Consultants”. Mathematics Teacher. 106 (8): 608-613.
Poetzel, A., Muskin, J., Munroe, A., & Russel, C. 2012. “Three-Dimensional Printing: A Journey in Visualization”. 106 (2): 102-107.
Punches-Guntsch, C. M & Kenney, E. N. 2012. “Fielding An Sfter-School Mathematics Lab”. Mathematics Teacher. 106 92): 126-131.
Swanson, P. E. 2013. “Overcoming the RUN Response”. Mathematics Teaching in the Middle School. 19 (2): 94-99.
V Evaluation
No Component Percentage (%)
1 Participation 10%
2 Tasks 20%
3 Middle Term Exam 30%
4 Term Exam 40%
Total 100 %
Chief of Mathematics Education Program
... NIP.
Lecturer 1
R. Rosnawati, M. Si NIP.
Yogyakarta, September 2013. Lecturer 2
