Professional Documents
Culture Documents
Program Study
ENGLISH MATHEMATICS
Reviewed by:
Auliya Febrianti (0305171056)
Dwi Habsyah (0305171062)
Intan Maharani Batubara (0305171055)
Khairani Safitri (0305172125)
Nuraini Hasanah (0305172115)
Putri Sri Rezeki(0305171029)
Rafika Putri (0305172126)
Preface
Alhamdulillah for the blessings and graces of the authors can complete the task
of this paper to fulfill the task of review journal provided by the lecture.
Thank you also to supervisor who has guided us so we can finish this paper.
In writing this paper the writer feels there are many shortcomings both on
technical writing and material, given the ability of the writer. For that criticism
and suggestions from all parties very authors hope for the completion of making
this paper. Thank you.
Author
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TABLE OF CONTENT
Preface ............................................................................................................................................ i
Table of Content ........................................................................................................................... ii
CHAPTER I : INTRODUCTION............................................................................................. 1
A. Background .......................................................................................................................... 1
B. Journal Summary .................................................................................................................. 2
1. Journal Identity................................................................................................................ 2
2. Resume .............................................................................................................................. 2
a. Limitation of the study .............................................................................................. 2
b. Significance of the study ........................................................................................... 3
c. Research Methodology .............................................................................................. 4
d. Discussion .................................................................................................................. 5
e. Conclutions and Recommendations........................................................................ 6
CHAPTER II : DISCUSSION................................................................................................... 8
A. The relevance of journal topics to the works and areas of the author's expertise ......... 8
B. The main points of the author's argument in the introduction ....................................... 8
C. The selection and scope of the theory review .................................................................... 8
D. The research methodology used and its relevance............................................................ 8
E. The author's frame of mind in the discussion section ....................................................... 9
F. The research methodology used and its relevance ............................................................ 9
G. Approval, criticism, refutation, explanatory descriptions and the author's
position of journal review of the journal ................................................................................. 10
CHAPTER III : CLOSING ................................................................................................... 11
A. Conclutions .................................................................................................................. 11
B. Recomendation .................................................................................................................. 12
CHAPTER I
INTRODUCTION
A. Background
Number sense refers to a person’s general understanding of numbers and
operations and his ability to handle daily-life situations that include
numbers. This ability entails the usage of useful, flexible, and efficient
strategies, such as mental computation and estimation, to handle
numerical problems. Number sense implies meaningful learning and
understanding, therefore, it has been extensively discussed and is widely
accepted in mathematics education. However, no two researchers in the
research fields “define number sense in exactly the same way”. Due
to its importance, number sense has produced many discussions and
studies from different fields, such as mathematics educators, researchers,
educational psychologists, and so on. Based on a review of the number
sense literature, the activities used in this study specifically narrow their
focus to include:
1. Developing and using benchmarks appropriately
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This implies a person can use benchmarks, such as 1, 2 , 100, and so on, to
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B. Journal Summary
1. Journal Identity
Title : TEACHING NUMBER SENSE FOR 6TH GRADERS IN
TAIWAN
2. Resume
a. Preliminary
b. Theoritical Review
Several studies and documents suggested that human’s use of number
representation and mathematical thinking partly depend on number sense
found that children skilled in written computation do not necessarily
accompany with the development of number sense. In fact, some studies
and reports documented that excessive reliance on rule-based methods to
solve problems which might suppress this intuitive ability and leaded
children to produce erroneous results and unreasonable answer. Moreover,
several studies suggested that students are more likely to develop number
sense after participating in well-designed number sense activities than they
are through standard instruction that encourages the use of written
algorithms. Furthermore, the number sense related studies had confirmed
that activities and effective teaching not only promote students’ number
sense, but also advance mathematical thinking and learning.
c. Research Methodology
d. Discussion
Presented here are only two activities from one class. Yet this study shows
how challenging questions can lead to a rich mathematical learning
experience. In the learning and teaching process, this activity displays:
1) Multiple problem solving strategies were created and used by these sixth
graders.
In the rich classroom discussions, different representations were
developed and shared by the students. For example, Group 1 supported
their first response the only way they could via the written method.
Group 3 solved the problem by using graphic representation. The
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This study only presented two teaching examples. This limited its
generalization. However, these examples show how the teacher
encouraged students to develop alternate ways to solve fractional
problems, encouraged students to share their ideas, and supported
students in developing meaningful understanding on fractions. These
episodes demonstrated that teacher can apply different approach to help
children develop fractional number sense without reliance on rule-based
method. They also illustrate that the teacher plays a key role in designing
and asking questions, listening carefully to student explanations, and
providing guidance that stimulates students’ understanding on fractions.
Though only two activities were presented here, they clearly showed how
a teacher could include interesting, meaningful, and challenging fraction
questions into his/her teaching to create beneficial learning experiences
for the students. Through use of interactive activities and discussions,
teachers can promote their students’ understanding, and also refine their
own teaching skills.
CHAPTER II
DISCUSSION
A. Relevance between the topic and the work of the author's field of expertise
The relevance of the topic with the work of the author's field of expertise is
that there is relevance between the topics of the journal to the field of
expertise of the author, where the identity of the journal stating that Der-
Ching Yang is a professor at National Chiayi University Graduate Institute
of Mathematics and Science Education, Xinying city, Taiwan . But the
identity of Chun-Jen Hsu can not be known.
B. Principles of the author's argument in the introduction
The main points of the author's argument in the introduction are as
follows:
1. The instinct of numbers refers to a person's general understanding of
numbers and operations and his ability to handle daily life situations that
include numbers.
2. Excessive emphasis on written calculations often precludes the thinking and
understanding of the mathematics of children.
3. Some of the things that relate to international research show that children at
the elementary and secondary levels are short of number.
C. The selection and scope of the theory review
Research studies are universal and can be developed in the field of
mathematics education throughout the country. The teaching and learning
of numbers is considered an important topic in international mathematics
education. This research can be used as a teaching tool that makes it
possible to create learning that allows learning, discussion, thought, and
teaching.
D. The research methodology used and its relevance
The methodology is very accurate, the authors direct to their school and
meet directly with the teacher and students, and the writing is very
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accurate and complete. this study is considered a pilot in schools across the
country as an international mathematical study.
E. The author's frame of mind in the discussion section
In this discussion the autors think about the framework how challenging
questions can lead to a rich mathematical learning experience. In which there
are activity learning and teaching. this activity displays :
1. Multiple problem solving strategies were created and used by these sixth
graders
2. The teacher plays a key role in helping children develop number sense
In this discussion teacher not only knewhow to create a positive learning
environment that encourages exploration, discussion, thinking and
reasoning but teacher too must encouraged his students to create different
problem-solving strategies, to untilize more efficient solution methods, and
to develop higher-level mathematical thinking and them need to learn and
then challenging and supporting them to learn it well.
3. Teachers must have different and skillful strategies to help students learn
special mathematical concepts
During the small group discussion, the teacher moved among groups to
observe students and listen to their ideas and explanations. When the class
discussions began, he skillfully
led each group in sharing their explanations, first from the lower-level
method then on to the
Written Better
Algorithms Pictorial
Pictorial
Or unclear representation
representation
Explanation
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4. The teacher needs to pose worthwhile mathematical tasks and help students
develop conceptual understanding
A. Conclutions
This study only presented two teaching examples. This limited its
generalization. However, these examples show how the teacher
encouraged students to develop alternate ways to solve fractional
problems, encouraged students to share their ideas, and supported
students in developing meaningful understanding on fractions. These
episodes demonstrated that teacher can apply different approach to help
children develop fractional number sense without reliance on rule-based
method. They also illustrate that the teacher plays a key role in designing
and asking questions, listening carefully to student explanations, and
providing guidance that stimulates students’ understanding on fractions.
Though only two activities were presented here, they clearly showed how
a teacher could include interesting, meaningful, and challenging fraction
questions into his/her teaching to create beneficial learning experiences
for the students. Through use of interactive activities and discussions,
teachers can promote their students’ understanding, and also refine their
own teaching skills.
B. Recommendation
I think this journal has proved that research on teaching sense numbers
can develop the senses and help the children at grade 6. So I suggest that
this journal not only be set at the grade level 6 but also at a higher level
than the previous level because at the grade 6 level it has proved
successful and also should the teaching in this journal not only applied in
Taiwan but also in other countries.
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