SHORT ARTICLE

Disusun untuk Memenuhi Tugas Kelompok pada Mata Kuliah Bahasa

Inggris Dosen Pengampu : Childa Faiza M.Pd

Disusun Oleh :

Kelompok 3

1. Susan Ineke (11210170000003)

2. Vio Faridz Ahmad (11210170000004)
3. Fiyya Shiyanatul Maula (11210170000037)
4. Ike Kembar Listiani (11210170000022)
5. Zahroh Nurhalimah (11210170000020)

PENDIDIKAN MATEMATIKA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

UIN SYARIF HIDAYATULLAH JAKARTA

2021
 The Middle Path in Math Instruction: Solutions for Improving Math Education
An, Shuhua
Rowman & Littlefield Education
What are the effective approaches of teaching and learning mathematics? How do teachers
build on knowledge of students' thinking? What knowledge is needed for teachers to teach
effectively? The author answers these questions by examining the differences between the
pedagogical content knowledge of elementary and middle school mathematics teachers in the
U.S. and China and investigates how these differences are revealed in their beliefs, planning,
teaching methods, and knowledge of students' thinking. The author reveals the current
dilemmas in mathematics education in the U.S and China, traces the philosophical and
historical development of mathematics education in both countries, and points out that
cultural factors greatly contribute to the teaching and learning of mathematics. This book
describes 10 teachers with different teaching styles and strategies in actual classrooms and
analyzes their beliefs. Included are comparisons and contrasts of teachers' pedagogical
content knowledge in four aspects of teaching: (1) Building on student ideas in mathematics;
(2) Addressing student misconceptions; (3) Engaging students in mathematics learning; and
(4) Promoting student thinking about mathematics. Through analyzing essential components
in the above four aspects within a cultural context, this book identifies eight missing
components in teachers' knowledge base which are pertinent to pedagogical content
knowledge and play an important role in effective teaching. The analysis of the missing
components of teacher knowledge leads to a discussion of the reshaping of teacher
knowledge and gives recommendations for enhancing pedagogical content knowledge and for
seeking the middle path in mathematics instruction. For mathematics teachers, pre-service
teachers, and undergraduate and graduate students at colleges of education, teacher educators,
researchers, school administrators, and policymakers. The book offers a Foreword;
Acknowledgments; and seven chapters as follows: (1) Dilemmas in Mathematics Education:
Opposite Directions; (2) Philosophical and Historical Overview of Mathematics Education;
(3) Understanding Teachers' Pedagogical Content Knowledge; (4) Teachers' Pedagogical
Content Knowledge in Mathematics Teaching; (5) Teachers' Beliefs about Mathematics
Teaching and Learning; (6) What's Happening in the Classroom: Observations and
Interviews; and (7) Approaches to Enhancing Teachers' Pedagogical Content Knowledge. A
conclusion is also provided.
Source: https://eric.ed.gov/?id=ED489009