Rabu, 08 Juli 2009

My Opinion on Good Praptic of Teaching Learning Mathematics

From the articles I have read I concluded two important factors that should be emphasized in order to build positive attitudes in learning mathematics: 
1. Experience / realize the usefulness of mathematics. Application of mathematics is true happiness life brings. 
2. Experience to get the value of the test, a mathematics test. 
I have fun learning math strategies from different corners of life's daily experiences. 
Begins with the happy atmosphere, I think I will be more easier to bring students to the topic of learning that you want, stay selected an appropriate context, for example, would like to opportunity, parabola graph functions, statistics, or even to increase afektif, such as mental perseverance in the study, practice for achieve success. 
Next, for the experience can provide good value to students. I just want to simplify the mathematical problem, simply a matter of two, for example, each student requested it. Then dilakukkan discussion, and provided answers to the assessment criteria shoptalk that. The students are asked to rate their own criteria based on the answer given. I collect the value of the data sheet with the student name to each table while the students record the value of the students. Because soalnya indeed simple and can be guaranteed either by the students, then I predict that the average student's value and good, and to announce this in the midst of students, with a note that the answer is A, next B ff. So we kind of celebrate. In this way I feel if enough students do not learn in vibrant good mathematics. 
At this stage there are things that must be considered in developing a plan of both is as follows: 
1. Write the student responses that are expected. Students are expected to respond to problems in many ways the point of view. Therefore, teachers must prepare a list or write a response to students' anticipation of the problem. Limited ability of students in mengekpresikan ideas or pikirannya, students may not be able to describe the activity in solving the problem. But students may also be able to explain mathematical ideas in a way that's different. Thus, the anticipation of teachers likely to create or write repsons raised students become critical in the effort to guide and help students solve problems in accordance with the abilities. 
2. The objective of the problem given to students must be clear. Teachers understand the role of both the problem in the overall plan of learning. Problems can be treated as a specific topic, such as in the introduction of new concepts to students, or as a summary of activities belajara students. Based on experience, the problem for the effective introduction of a new concept or learning activities. 
3. Serve semenarik may be a problem for siswa.Konteks given the problems that can or should be presented well known by students, and must be raised and the spirit of intellectual keingintahuan students. Therefore, take time to think and consider strategies to solve, the problems that have to be able to attract students. 
4. Complete formulation of the principle issues, so that students easily understand the meaning of the problem. The problem must be expressed in such a way so that students can understand it easily and find the solutions. Students can experience difficulties, problems when eksplanasi too short. It may arise because the teacher wanted to give enough to break the students to choose how and problem-solving approach. Alternatively, students may also have caused little or do not even have a learning experience karea to megikuti instructions from the guide-book text. 
5. Give enough time for students to mengekplorasi problems. Sometimes the time allocated is not enough in the present problem, solve, and discuss the approach, and summarize what students have learned. Therefore, teachers must give enough time for students to mengekplorasi problems. Actively discussed between students and between students with teachers.

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