CRITICAL JOURNAL REVIEW

TEACHING AND LEARNING STRATEGY IN

MATHEMATICS

Pardomuan NJM Sinambela S.Pd., M.Pd.

Compiled By:

Zulfan

4163312034

MATHEMATICS DEPARTEMENT

FACULTY OF MATHEMATICS AND SCIENCES

STATE UNIVERSITY OF MEDAN

2017
 TABLE OF CONTENT

TABLE OF CONTENTS ...................................................................... Error! Bookmark not defined.

JOURNAL IDENTITY ........................................................................................................................... 2

REVIEW JOURNAL .............................................................................................................................. 3

Characteristics of Effective Teaching of Mathematics: A View from the West ..................................... 3

A. Summary of Introduction Journal .......................................................................................... 3

B. Summary of Literature Journal .............................................................................................. 3

C. Summary of Reasearch Method Journal ................................................................................ 4

D. Summary of Result Journal ..................................................................................................... 4

E. Summary of Conclusion Journal ............................................................................................. 6

F. Opinion....................................................................................................................................... 7

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 JOURNAL IDENTITY

Title : Characteristics of Effective Teaching of Mathematics: A View from

the West

Author : Glenda Anthony and Margaret Walshaw

Kind of Journal : Mathematics Education Joural

Year : 2009

Volume :2

Reviewer : Zulfan

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 REVIEW JOURNAL

Characteristics of Effective Teaching of Mathematics: A View from the West

A. Summary of Introduction Journal

Mathematics, it is widely understood, plays a key role in shaping how individuals deal
with the various spheres of private, social, and civil life. Yet today, as in the past, many
students struggle with mathematics and become disaffected as they continually confront
obstacles to engagement. In order to break this pattern it is imperative, therefore, that we
understand what effective mathematics teaching looks like. Many have looked to research
to seek evidence about what kinds of pedagogical practices contribute to desirable student
outcomes. Effective pedagogy within such communities is at the heart of this paper.

We claim that effective mathematics pedagogy:

1) acknowledges that all students, irrespective of age, can develop positive

mathematical identities and become powerful mathematical learners.

2) is based on interpersonal respect and sensitivity and is responsive to the

multiplicity of cultural heritages, thinking processes, and realities found in everyday
classrooms.

3) is focused on optimizing a range of desirable academic outcomes that include

conceptual understanding, procedural fluency, strategic competence, and adaptive
reasoning.

4) is committed to enhancing a range of social outcomes within the mathematics

classroom that will contribute to the holistic development of students for productive
citizenship.

B. Summary of Literature Journal

The principles we have developed are based on recognition that classroom teaching is
a complex activity. The classroom learning community is neither static nor linear. Rather,
it is nested within an evolving network involving the school, the wider education system,
and the home and local community. The idea that teaching sits within a nested system

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 draws its inspiration from the work of post-Vygotskian activity theorists such as Davydov
and Radzikhovskii (1985). The understanding of a close relationship between social
processes and conceptual development also forms the basis of Lave and Wengers (1991)
well-known social practice theory, in which the notions of a community of practice and
the connectedness of knowing are central features. In that theoretical framework,
individual and collective knowledge emerge and evolve within the dynamics of the spaces
people share and within which they participate.

C. Summary of Reasearch Method Journal

In this paper our focus will be on the classroom as a community of practice. Our
starting point is in the understanding that teachers who foster positive student outcomes do
so through their beliefs in the rights of all students to have access to mathematics
education in a broad sense understanding of the big ideas of curriculum and an
appreciation of their value and application in everyday life.

D. Summary of Result Journal

1. Classroom Community

Everyday classroom routines play an important role in the development of students

mathematical thinking. Effective teachers make sure that all students are provided with
opportunities to struggle with mathematics for themselves. For example, simply
inviting students to contribute a response to a mathematical problem may not achieve
anything more than cooperation from students. Teachers need to provide students with
expectations and obligations concerning who might speak, when and in what form, and
what listeners might do. All students need some time to think and work quietly by
themselves, away from the varied and sometimes conflicting perspectives of other
students.

Effective teachers plan mathematics learning experiences that allow students to build
on their existing proficiencies, interest, and experiences. In planning for learning,
effective teachers put students current knowledge and interests at the centre of their
instructional decision making. Informed by on-going assessment of students
competencies, including language, reading and listening skills, ability to cope with
complexity, and mathematical reasoning, teachers adjust their instruction to meet the
learning needs of their students.

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2. Discourse in the Classroom

Students need to be taught how to articulate sound mathematical explanations and

how to justify their solutions. Encouraging the use of oral, written and concrete
representations, effective teachers model the process of explaining and justifying,
guiding students into mathematical conventions. They use explicit strategies, such as
telling students how they are expected to communicate.

Teachers can also use the technique of revoicing, repeating, rephrasing, or

expanding on student talk. Teachers use revoicing in many ways: (i) to highlight ideas
that have come directly from students, (ii) to help the development of students
understandings implicit in those ideas, (iii) to negotiate meaning with their students,
and (iv) to add new ideas, or move discussion in another direction.

If students are to make sense of mathematical ideas they need an understanding of

the mathematical language used in the classroom. A key task for the teacher is to foster
the use, as well as the understanding, of appropriate mathematical terms and
expressions. Conventional mathematical language needs to be modeled and used so
that, over time, it can migrate from the teacher to the students.

3. Mathematical Tasks

Tasks convey what doing mathematics is all about. By engaging in tasks, students
develop ideas about the nature of mathematics and mathematics learning. Effective
teachers take care to ensure that tasks help all students to progress in their cumulative
understanding in a particular domain and engage in high-level mathematical thinking.
Working with open-ended and modeling tasks, in particular, provides students with
opportunities not just to apply mathematics but also to learn new mathematics through
engagement in a range of problem-solving strategies. Essential skill development can
also be part of doing mathematics problems. For example, learning about perimeter
and area provides opportunities to practice multiplication and fractions computations.
Modeling activities challenge students to make sense of both the contexts and the
mathematics embedded in the tasks.

Teachers must be knowledgeable decision makers in determining when and how

technology is used to support learning. Effective teachers take time to share the
decision making about technology-based approaches with their students. They require

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 students to monitor their own underuse or overuse of technology. With guidance from
teachers, technology can support independent inquiry and shared knowledge building.
Teachers can also help students to make connections to real experiences. When students
find they can use mathematics as a tool for solving significant problems in their
everyday lives, they begin to view the subject as relevant and interesting.

4. Teacher Learning and Knowledge

The development of teacher knowledge is greatly enhanced by efforts within the

wider school community to improve teachers own understandings of mathematics and
mathematics teaching and learning. If teachers knowledge is to be enhanced, it needs
the material, systems, human and emotional support provided by professional
development initiatives. Support and resourcing can also come from the joint efforts of
other mathematics teachers within the school. When their knowledge is robust, teachers
are able to assess their students current level of mathematical understanding. They use
their knowledge to make key decisions concerning mathematical tasks, classroom
resources, talk, and actions that feed into or arise out of the learning process.

E. Summary of Conclusion Journal

Current research findings indicate that the nature of classroom mathematics teaching
significantly affects the nature and outcome of student learning. Our conceptualization of
teaching as nested within a systems network (Tower & Davis, 2002), moves us away from
prescribing pedagogical practice, towards an understanding of pedagogical practice as
occasioning students outcomes.

A significant increase in student learning outcomes will require the efforts of many
people. Changes need to be negotiated and done in the classroom; in a team of maths,
departments, or faculty; and in teacher education programs. They need to be supported by
resources. All people involved in mathematics education - teachers, principals, teacher
educators, researchers, parents, special support services, school boards, and policymakers,
as well as students themselves - have a role in improving students' math skills. Schools,
communities and countries need to ensure that their teachers have the knowledge, skills,
resources, and incentives to provide students with the best possible learning opportunities.
In this way, each student will be able to improve their math skills. In this way too, every

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 student has the opportunity to enhance their view of themselves as a great mathematics
learner.

F. Opinion

1. In my opinion, the suitability of research instruments and the problem is still

unclear, because the research instruments are not clearly described.
2. The concordance of the results of the study with conclusions is clear, at the
conclusion closed with a solid word and clearly also in accordance with its
purpose.
3. The problems in this journal have been clearly answered in the discussion of this
journal.
4. The advantage of this journal lies in the research method. the research method of
this journal is not exposed clearly, so the reader does not know what method is
used.
5. To assist students in understanding and strengthening their mathematical thinking
abilities in the school and community environment as well as in everyday life such
as developing learners' concepts as a basis for ability in the development and
discovery of more complex concepts, according to Linda Jensen and Douglas E
Comicshank 1996:) suggests there are four processes of thinking: Observing and
infering: motivating children to explain objects, either orally, in writing and
drawing, Comparing: asking children to record similarities and differences,
Classifying: asking the child to judge an object by one attribute or more,
Sequensing: asks the child to sort elements in the set based on one or more of the
characteristics given. The skills of the child should be evaluated and identified by
continuing to pay attention to the level of development of children's abilities. Child
learning styles should also be considered when planning a lesson.