UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS MIPA
SILABI
FRM/FMIPA/063-01
18 Februari 2011
Faculty
Study Program
Course Name
Semester Credit
Semester
Course Requirement
Lecturers
I.
: FMIPA
: Mathematics Education
: Mathematics Instructions Methods
: Theories = 2; Practice = 1
:V
:: R. Rosnawati, M. Si and Ilham Rizkianto, M. Sc
(ilham_rizkianto@uny.ac.id)
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.
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.
II.
III.
Planned Activities
Weeks
Basic Competence
I
Students are able to
understand the substance
and the meaning of
mathematics and learning
Materials
Mathematics and
Learning
Mathematics
Learning
Strategies
Classroom
discussion.
References
Erman dkk
(2003); Hoffert
(2009)
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS MIPA
SILABI
FRM/FMIPA/063-01
18 Februari 2011
mathematics
II
Students are able to make
different instructions in
teaching and learning
mathematics.
Differentiate
instructions.
Group
discussion
Small & Lin
(2010)
III
Students are able to find
strategies that can turn
mathematical fight or
flight into re-engagement
in the classroom.
Classroom
management (how
to foster students’
self-awareness,
help regulate
emotions, and
encourage
problem-solving
perseverance)
Group
discussion and
classroom
discussion
Trinter &
Garofalo
(2013);
Nebesniak
(2012)
IV
Students are able to
identify socio and
sociomathematical norms
and understand the
important of the norms.
Socio and
Group
sociomathematical discussion and
norms
classrom
discussion
Kastberg &
Frye (2013),
Lopez & Allal
(2007)
V
Students are able to
understand the
characteristics of
Realistics Mathematics
Education approach.
Realistic
Mathematics
Education in
Indonesia
Group
discussion
Ariyadi Wijaya
(2012)
VI
Students are able to grasp
the idea of problem
solving approach and give
an example of the
problem.
Problem solving
approach
Group
discussion
Roberts & Lee
(2013)
VII
Students are able to define Open-ended
an open-ended approach
approach
and design an example of
an open-ended problem.
Group
discussion and
classroom
discussion
Sanchez (2013)
VIII
Students are able to
understand the
characteristics of CTL
approach and when it can
be implemented in
teaching mathematics.
Group
discussion
CORD (1999)
Edwards,
Harper & Cox
(2013)
Contextual
Teaching and
Learning (CTL)
approach
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS MIPA
SILABI
FRM/FMIPA/063-01
18 Februari 2011
IX
Students are able to
design a worksheet to
help pupils in developing
their mathematical
thinking.
Designing
worksheets
Group
discussion
NCTM (2013)
X
Students are able to
understand the
characteristics and the
type of media and the
reason using them.
Media in learning
mathematics
Group
discussion
Somchaipeng,
Kruatong &
Panijpan
(2012); GjØvik
(2012)
XI
Students are able to
acquire information about
the advantages and
disadvantages using
technology in teaching
learning mathematics.
Technology in
teaching learning
mathematics
Group
discussion
Kolovou, van
den HeuvelPanhuizen,
Köller (2013);
Burke (2012)
XII
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.
Games to develop
mathematical
thinking
Group
discussion and
classroom
discussion
Yeo (2012);
Wanko &
Nickell (2013)
XIII
Students are able to
acquire information about
the teaching learning
mathematics prosess from
the video.
An example of
Group
learning prosess in discussion
the classroom (a
video).
Video of MITC
Dolk & Fosnot.
Young
Mathematicians
at work (2004)
XIV
Students are able to
design the assessment
form for classroom
activity
Classroom
assessment
Group
discussion and
classroom
discussion
Suurtamm
(2012)
XV
Students are able to
reflect what they have
learnt during the course
Reflection
Individual
All resources
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS MIPA
SILABI
FRM/FMIPA/063-01
18 Februari 2011
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 StandardsBased 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
Cline, K., McGivney-Burelle, J., & Zullo, H. 2012. “A Question Library for
Classroom Voting”. Mathematics Teacher. 106 (3): 212-218.
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS MIPA
SILABI
FRM/FMIPA/063-01
18 Februari 2011
V
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.
Evaluation
No
1
2
3
4
Participation
Tasks
Middle Term Exam
Term Exam
Component
Total
Percentage (%)
10%
20%
30%
40%
100 %
Chief of Mathematics
Education Program
Lecturer 1
Yogyakarta, September 2013.
Lecturer 2
.........................................
NIP.
R. Rosnawati, M. Si
NIP.
Ilham Rizkianto, M. Sc
NIP. 19870803 201212 1 003