How to Develop Mathematics
Instructional Design
Riana Sinta Dewi
(09313244022)
International
Mathematics Edu ‘09
Cocroft Mr. Marsigit the task of teacher is not easy and as
innovative teacher of mathematics, we must always strive to help students to
like math. As for the constraints of teachers, among others, a lack of
understtanding of the meaning of theory, how to apply, the existing system,
environmental conditions, learning facilities, how to develop the technology
learning mathematics, how to handle differences in mathematical abilities of
their students. While the target of achieving a high UAN and to achieve the
syllabus are the two main factors why the teacher seemed to have no other
alternative except to rely exposition methods on mathematics teaching . And it is
this which causes the student does not like math.
Cocroft Mr. Marsigit
many things can be done to change the paradigm, one of them by
developing the design of learning mathematics. Instructional design is a systematic approach to course
development that ensures that specific learning goals are accomplished. It is
an iterative process that requires ongoing evaluation and feedback. Cocroft
Report recommends some variation of learning (1982: 132) : method of exposition
by the teacher, the methods of discussion, between teachers and students and
between students and students, methods of solving problems (problem solving),
methods of discovery (investigation), methods of basic training skills and
principles, methods of implementation.
Cocroft Mr. Marsigit by considering the nature of mathematics, the nature of studying mathematics, the nature of students learn mathematics and its implications for the development of
instructional design. Implementation of design that can be done by teachers, among others, consists of the preparation phase of teaching, learning phase, evaluation phase,evaluate yourself. Development of mathematical learning design needs to pay attention to / to promote a new paradigm:
Teacher Centered => Student Centered
Transfer of knowledge => Cognitive Dev.
Authoritarian => Democratic
Teachers Initiative => Students Initiative
Passive Students => Active Students
Exposition => Variations Methods, tools, approaches
Absolutist Mathematics => School Mathematics
Abstract, Memory => Concrete, Understanding, Application
Very formal => Little Informal
Sentralistic => Autonomy
Highly Structured => Flexible
Teacher also need to managing and developing the teaching
learning process of mathematics such as lesson plan, student worksheet,
learning resources, apperseption, various methods of teaching, teaching aids,
scheme of interaction, small group discussion, student presentation or reflection,
the cognitive scheme, students conclusion and assesment.
But in this section i will reflex about student worksheet,
scheme of interaction, small group discussion, student presentation or
reflection.
1.
Developing
Students’ Worksheet
There
is paradigm that to learn mathematics is to do mathematics. And to do
mathematics, students need facilities. Students’ worksheet is one of tool to do
mathematics. remember that student’s worksheet is not only a set of problem, it
is absolutly wrong. The criteria of good students’ worksheet: students can
construct their own knowledge of mathermatics, that promote the teacher can apply discovery method.
There are
two kinds of student worksheet (LKS), which was
developed in learning at school:
-
Student Worksheet unstructured is the
sheet that contains the means for the subject
matter, as an
aid activity learners are used to convey a
lesson. LKS is a teaching tool that can
be used to accelerate learning, encouraging learning in
each individual, contains little hint, in writing or verbally to
direct work on the learner.
-
Structured student worksheets is
contain information, examples and tasks. LKS is designed to
guide learners in a work program or subjects, with little or
no help coaches to achieve learning objectives.
(Indrianto, 1998:14-17).
There are four
steps in developing the students’ worksheet:
a.
Determining the
instructional aims by analyzing the students by identify who are our students,
knowing the character of our students.
b.
Collects the
materials that we need based on instructional aims.
c.
Arranging the
students worksheet, at least there are materials, taks, and exercies.
d.
Checking the
students worksheet, it is consistent with the instructional aim or not.
2.
Developing
and Implementing Scheme of Interactions ( Interaction between Teacher and
Student, Student and Teacher)
To
interact with students, there are three types of interaction that teachers
should do,
1. Whole
class : the teachers give some problems to the students in class, then the
teachers give a chance to the students to answer the problems.
2. Small
Group : teacher dividing the class into some small group, and then the students
discuss the material in groups. Teacher monitoring each group and help to solve
the problem in each group (only give some clue about the answer).
3.
Developing
and Implementing Small Group Discussion
How to do make small discussion:
-
Make small group within 3-5 person.
-
The students discuss the material in
group.
-
The teacher as fasilitator and help the
difficulty of student in discussion.
-
The teacher as a leader of all
discussion in class.
The expected learning outcomes of
implementing small group discussion are to compare the perceptions of all
individuals about the material who may different each other; comparing the
interpretation and the information obtained by each individual can improve
mutual understanding, perception, information, interpretation, so that mistakes
can be avoided.
Disscussion is one of teaching method that is
more suitable and necessary if teachers would provide an oppotunity to students
to express their abilities, critical thinking, assessing its role in the
discussion, looking at the problem from their own experience and lesson learned
in school, motivating, and examine further.
The role to be played the teacher as a
discussion leader, is the following:
a.
Initiating, which suggest new ideas or
new ways of seeing issues being discussed.
b.
Seeking information, which asks the
relevant facts.
c.
Giving information, namely the relevant
facts or linking the subject of discussion with personal experiences of
participants.
d.
Giving opinions, which gives an opinion
on the subject under consideration.
e.
Clarifying, namely to reformulate the
statement of someone; clarify the statement of someone a member.
f.
Elaborating, namely to develop a
person's statement or give an example or application.
g.
Controlling, which ensures that the
speech turn evenly; ensure that members who need to talk, get their turn to
speak.
h.
Setting Standards, which provide or request
a group setting, the criteria for assessing contribution members.
i.
Harmonizing, which reduce levels of
tension that occurs in the discussion.
j.
Relieving tension, ie, applying the
treatment after the occurrence of voltage.
k.
Coordinating, which concludes the main
ideas that arose in discussion, helping the group develop the idea.
l.
Orientating, which deliver position that
has been achieved in the group discussion and direct the discussion next trip.
m. Testing,
assessing the opinions and views towards straightening should be achieved.
n.
Consensus Testing, assess level
agreements reached and to avoid differences of opinion.
o.
Summarizing, which summarizes the
agreements reached.
4.
Developing
and Implementing Students’ Presentation / Reflection
Reflection is
an activity with intensive listening back to
the learning
experience. Students
are given the
freedom to
reflect. Through reflection, students try to : Understand the process,
problems, issues, and constraints were evident in strategic action, taking into
account the various perspectives that may exist in learning class situation ;
Understand the issues of learning and the classroom situation where leraning
implemented. Presentation
method is a method of expression of ideas, feelings in public by one or more
presenter to include paper or not. The goal is to train students to develop
writing and speaking skills and how to think critically and analitically.
