C.

Scope of Theory Review

In the journal there is a description of theoretical studies on the topics covered in the journal.
There are three main frameworks of knowledge that must be known in teaching mathematics.
Teachers must know and understand mathematics in such a way as to be able to develop and
teach it to students. Different mathematical concepts of the following domains: mathematical
object curriculum structure, class activities and subjective understanding
The second literature explains the types of knowledge needed to teach in conception. The
pedagogical content knowledge (pck) about the subject's knowledge of teaching materials.
Teachers must have a way of representing and formulating subjects that make them
understandable to others.
The third literature considers the belief of the teacher in relation to pedagogical knowledge,
or in other words the teacher anticipates students' thinking. The beliefs and anticipations in
this study are included as an interdependent mortgage. Teacher beliefs often form the basis of
decisions teachers make. Research shows that through professional development, teachers
can change the initial beliefs about teaching, negative math learning becomes more fun.
The theoretical descriptions of how a teacher should have enough confidence and knowledge
to be able to teach mathematics well and fun so that it can be understood by the students.
Teachers who have good knowledge of course will find out how "math" should be delivered.
The theory supports research relating to how a teacher acts in solving a given problem. As
well as how a teacher responds to students' opinions and views on the issue. Once again the
teacher is required to have a wider knowledge. In theory also explained that teachers should
be able to decide the attitude if there is a conflict of knowledge between teachers and students
so as not to cause negative perceptions.

d. Research Methodology And Its Relevance

in this study involving teachers and students from different educational backgrounds in
contrast to the proportions considered to be sufficient to represent a heterogeneous socio-
cultural variety. Research is done by giving a problem related to mathematics, which is then
completed in pairs. It aims to create a balanced force to solve the problem so that it will yield
more effective results. The problem given is in accordance with the competence of the
sample used as the object of research.
It's just that in the research conducted not explained about the problem solving procedures
provided, so that the students and teachers make observations and solutions that take less
effective. However, it is not entirely bad, so we will be able to know how the pattern of
thinking and the effectiveness of each person in solving a problem.
The research is too focused on the results of the problem solving given to know the level of
achievement in the understanding of mathematical material. This causes researchers to escape
from how they can get these results. From the observation the researchers can conclude that
there are different ways of understanding different. But it shows encouraging results that
there are able to reach levels 3 and 4. This shows that the research undertaken able to show
the level of ability of teachers and students concerned.
It's just that because research done using a problem related to a single subject raises doubts,
whether the results have shown the actual results. It may be possible in the solution of the
problem the teacher or student concerned is capable or unable, then what about other
materials, they can show unexpected results.
From the research results can be seen that teachers and students solve problems in a way that
they like and tend to leave or change certain things. This indicates a problem that they have
less control over the material or they consider it more quickly and effectively used for the
problem.
The method is also quite effective to know how they perceive a problem. Are they more
concerned with accurate or theoretical results only. The results indicate that some view the
problem in a complex and too thorough, making it difficult for them to define the concept.
Some take data that is thought to be necessary from the field and then solve it by theory. And
there is also a direct concept of field facts with little transformation to then searched the
results.
The research method used indeed shows understanding and how to solve the problem given.
From the results of resolving the problem can be seen how the teachers convey the subject
matter to the students and how students understand the material taught is illustrated through
the results obtained. It just does not show how teachers teach, so researchers can not advise
how teachers should teach in order to improve student learning outcomes. But it can be seen
that the students have different ways of learning and perspective.
From the description and the results obtained by researchers can be drawn the conclusion that
the methods undertaken are effective to obtain the expected results. The method used is
compatible with the field fact that will be faced by the researcher. With the problems
developed based on the applicable curriculum then it can be accounted for the accuracy of
data and object competence used for research.