Professional Documents
Culture Documents
by
Pujiati
FOREWORD
Foreword
Praise to God the Almighty for His Blessing and Mercies so that we can
accomplish the writing of this learning material for Course on TeacherMade Teaching Aid in Mathematics Education for Primary School
Teachers. Hopefully this learning material brings a lot of benefits to you
and meets your need to utilize mathematics teaching aid in primary
mathematics classrooms.
SEAMEO Regional Centre for Quality Improvement of Teachers and
Education Personnel (QITEP) in Mathematics is one of organizations
under SEAMEO which has commitment to improve the quality of
Mathematics teachers and education personnel in Southeast Asia. To
actualize its goals, SEAMEO QITEP in Mathematics conducts a course
by the title Teacher-Made Teaching Aid in Mathematics Education for
Primary School Teachers. To prepare the implementation of this course,
the Centre facilitates instructors or facilitators of the course to write the
learning materials. The Centre thanks all authors and those who give
contribution in writing learning materials for the course.
This book consists of Teacher-Made Teaching Aid in Mathematics
Education for Primary School Teachers learning materials which can be
used to support the course. We expect it can be used by the primary
school mathematics teachers to enhance their competence in teaching
mathematics by utilizing mathematics teaching aid.
We realize that this book is not perfect yet due to our limitations.
Therefore, we invite the reader to give some criticisms and suggestions
for the improvement of this book. Please send the comments to
qitepinmath@yahoo.com. Finally, we would like to thank all who have
helped us to accomplish this book.
Acting Director,
ii
CONTENTS
Contents
FOREWORD ............................................................................................... i
CONTENTS ................................................................................................. iii
CHAPTER I INTRODUCTION ................................................................... 1
A. Rationale ................................................................................................ 1
B. Objective ................................................................................................... 3
C. Scope ....................................................................................................... 3
CHAPTER II THE USE OF TEACHING AIDS IN LEARNING
GEOMETRY AND MEASUREMENT IN PRIMARY SCHOOL .............. 5
A. Tangram .................................................................................................. 5
B. Nail Board ......... ..... 11
C. Reflections on a Mira ..... .... 14
D. Reflecting Images ..... ............... 17
1. Model 1 .................................................................................................. 17
2. Model 2 .................................................................................................. 21
3. Model 3 .................................................................................................. 22
CHAPTER III THE USE OF TEACHING AIDS IN LEARNING
NUMBERS IN PRIMARY SCHOOL ............................................................. 25
A. Dienes Block ............................................................................................. 25
1. Expressing Numbers .............................................................................. 26
2. Operation of Addition on the Whole Numbers ..................................... 28
3. Subtraction of Whole Numbers ............................................................. 32
B. Integer Number Line ................................................................................... 38
C. Jumping Frog ............................................................................................. 49
CHAPTER IV THE USE OF GAMES IN MATHEMATICS
TEACHING AND LEARNING IN PRIMARY SCHOOL ............................ 57
A. Card Games ................................................................................................ 57
B. Puzzle with Numbers ................................................................................. 64
1. Magic Triangle with Six Points ............................................................. 64
2. Magic Triangle with Nine Points............................................................ 65
3. Magic Circle .......................................................................................... 67
4. Magic Square ......................................................................................... 68
REFFERENCES ..... .............. 69
iii
iv
CONTENTS
Chapter I
Introduction
INTRODUCTION
Chapter I
Introduction
A. Rationale
One of the problems concerning the management of mathematics
teaching and learning in primary schools is the elementary school
teachers lack of knowledge and limited funds and means to create and
use mathematics teaching aids. On the other hand, the important role of
teaching aids in mathematics has been recognized by all levels of
educational management and educational experts.
Some education experts opinions related to the students thinking
process, among others, are as follows. Based on Piaget's theory on
cognitive development, elementary school children are in the concrete
operational stage, with the following characteristics:
1. has the patterns of thinking in understanding abstract concepts that
are still tied to the concrete object
2. has not been able to think of all the alternative solutions when the
problem is given
3. has the sequential understanding of the concept through step by step,
for example on the concept of length, area, volume, weight, and so
forth.
4. has not been able to solve problems that involve combinations of
sequence of operations on a complex problem.
INTRODUCTION
Chapter II
The Use of Teaching Aids in
Learning Geometry and
Measurement In Primary School
Chapter II
The Use of Teaching Aids in Learning
Geometry and Measurement in Primary
School
A. Tangram
The Tangram is an ancient Chinese puzzle made from a large square cut
into seven pieces. The seven pieces, or shapes, include a small square,
two small congruent triangles, two large congruent triangles, a mediumsize triangle, and a parallelogram. Each individual piece is called a tan.
The tans can be arranged to make pictures.
Objectives:
1. to be familiar with the names of certain polygons (e.g., square,
triangle, and parallelogram)
2. to have a basic understanding of area without formulas
3. to develop geometric intuition
How to make a Tangram pieces?
1. Use a piece of card
2. Mark out a square on it. An edge length of 8 cm is a good size to use.
3. Draw 4 by 4 squares inside the big square. Draw the line lightly as
these are only needed as guides.
4. Using the guide-lines, and with the diagram on the below as a pattern,
draw in another sets of lines. These are the cutting lines.
5. Cut the square up into 7 separate pieces. These 7 pieces are the full
set of Tangrams.
6.
a
two large
triangles
b
one medium
triangle
c
two small
triangles
Activity 1
1. Make a square using pieces 1 and 2
2. Make a rhombus using pieces 1 and 2
Activity 2: Tangram Fractions
Materials: 1 set of Tangram
d
one square
e
one parallelogram
Procedure:
1.
If the entire square tile has a value of 1, What is the value of the
region a?
2.
3.
4.
5.
No.
Region
1.
2.
3.
4.
5.
b
c
d
e
Name
right isosceles triangle
Fraction
1
4
(http://www.tttpress.com/pdf/TanGram.pdf)
Activity 3
Take all of the 7 pieces of Tangram, and discover the composition
that forms geometric shapes. Once you find out, draw at the
appropriate box below.
Square
Rectangle
Parallelogram
Triangle
Trapezoid
Pentagon
Hexagon 1
Hexagon 2
Activity 4
Find the composition of the 7 pieces of Tangram that make up the
image as shown in the box at left. If you have found it, please make
the sketch at the right side of the arrangement that you get the picture
at left side.
Horse
Boat
Giraffe
Cat
Extension and Variations
If you think that the Tangram is not enough, you can invent your own
variation on the Tangram idea. Below are some examples of other ways
in which the basic 4 by 4 can be marked and cut. The first four were
made and marked at some under the names given. Note that the
Tormentor has 8 pieces, the other have 7. Not surprisingly, many of the
Tangram puzzles can also be solved with these. The Sexagram is a 6piece dissection (of the 4 by 4 grid) which is invented in a classroom.
The Cross Breaker is based on 5 by 4 of squares (7 pieces).
10
Tangram
Chie No Ita
Tormentor
Sexagram
(http://www.cleavebooks.co.uk/trol/trolxk.pdf)
Pythagoras
Cross
Breaker
nail
11
sheets of paper for drawing. Through specific activities can show forms
of geometry, line segment, calculating perimeter, area computation
geometry, and so forth.
Activity 1:
The picture at the right side shows two
shapes with a perimeter 12 units.
Make another shape using nail board and
rubber bands with a perimeter 12 units.
Draw the result on graph paper or dot paper
Activity 2:
The picture at the right side shows two
shapes with an area of 5 units. Make
another shape using nail board and rubber
bands with an area of 5 units. Draw the
result on graph paper or dot paper.
Activity 3: Calculating the Area of Rectangle
Calculating the area of rectangle means to calculate the area bounded
by the rectangle. Using rubber bands on nail board, given several
examples of a rectangle, then fill in the following table in accordance
with the existing form.
12
1
3
4
one
unit
Picture
(1)
Area of
rectangle
(2)
Length (l)
Width (w)
(3)
(4)
Relation between
length and width
(5)
13
acrylic
plastic,
http://www.jstor.org/pss/2975320
14
draw the
shadow of sign
cross that is
reflected
2. Use a Mira and draw the shadow that came from the following
triangular object through the line segment AB
A
15
through the
existing line
segment.
Try to do the above activities by using other images. What can you
conclude from the above activities?
Expected conclusions are as follows.
1. The properties of the shadow in the reflection are:
a. the distance of the image from the mirror is the same with the
origin image
b. the form of the shadow is as big as the original shapes, just the
opposite picture
c. the position of the shadow image and the original image is
perpendicular to the mirror
2. In the process of reflection, there is the points fixed (not changed its
place), i.e on the mirror line. Fixed line is called as line of symmetry
or axis of symmetry.
16
D. Reflecting Images
There are 3 models of the reflection image, model 1 is developed from
the form of an equilateral triangle, model 2 is developed from a circle
and models 3 is developed from the square.
Objective: to help students understand reflection symmetry
Reflecting Images Model 1
Original Figure
mirror
original image
image result
17
Activity 1:
1. Ask students to place the mirror so that the image will be
obtained as the image on the left column
2. Students are required shading original image on the dark
side of the mirror, like the example above.
Fig. A1
18
Fig. A
Fig.A2
Fig. A
Fig. A3
Fig.A
Fig.A4
Fig. A
Fig.A5
Fig.A
Fig. A
Fig. A6
Fig.A7
Fig. A8
Fig. A
Fig.A
19
Fig. A
Fig. A9
Fig.A10
Fig.A11
Fig. A12
20
Fig.A
Fig. A
Fig.A
Activity 2:
In the same way do the following activity on the reflection model 2,
so it will look like the picture of the left column.
Fig. B1
Fig. B2
Fig. B3
Fig. B
Fig. B
Fig. B
21
Fig. B4
Fig. B
Fig. B5
Fig. B
Try your creativity to create images of other results, using the mirror
image model 2.
Reflecting Images Model 3
Original figure
22
Activity 3:
In the same way do the following activity on the reflection model 3,
so it will look like the picture of the left column.
Fig C1
Fig C
Fig C2
Fig C
Fig
Fig C3
C
Try your creativity to create images of other results, using the mirror
image model 2.
23
24
Chapter III
The Use of Mathematics Teaching
Aids in Learning Number at
Primary School
Chapter III
The Use of Mathematics Teaching Aids in
Learning Number at Primary School
A. Dienes Block
Purpose:
1. Showing the place value of a number based on its units; tens,
hundreds, and thousands in a group of blocks
2. Explaining arithmetical operation on the two numbers.
Dienes Block consists of small cubes representing units number; long
cubes represent tenth, flat cubes represent hundreds, and a big cube
represents thousands as written in the following figure.
Block Shape
Block Name
1- small cube
Size
1 unit
25
Block Shape
Block Name
Size
100-cubes or flat
100 units
Big cube
1000 units
1. Expressing number
Example 1:
26
Example 2:
Example 3:
27
combined with
The result will be:
units (u)
2
5
28
Therefore 12 + 5 = 17 or 1
5
1
2
+
b. The addition of two digit number and another two digit number
using saving technique
37 + 44 = .
combined with
the result is
10 units might be
exchanged by 1 ten,
remaining 1 unit
29
1
3
+
11 = 10 +1
1
Therefore 37 + 44 = 81 or
3 7
4 4
8 1
combined with
30
The result is
+
1
31
remove 5 units
The remainder is
1 ten
2 units
units (u)
7
5
1
So 17 5 = 12 or
2
1
7
5
32
Method 1
Step 1. Take the units part
removing 7 units couldnt be
done. So
take 1 ten to be exchanged
to units, we have 10 units
remove7, remain 3
3 is the remainder
= 47.
33
= 17.
Conclusion
54 37 = 17.
34
1
45
3 +4
7 units are taken from 1 ten = 3
units, then it is added by the
previous 4 will be 7.
Therefore,
54 37 = 17 or 5 4
3 7
1 7
Method 2
Change the first ten out of 5 tens into 10 units. So the remaining new
tens will be 4 and the number of units in the new group will be 7.
Then take 3 tens of the remaining 4 tens.
35
1 ten
7 units
1 unit is
taken
1 hundred is taken
36
1 hundred
0 ten
3 units
Tens
Units
(h)
(t)
(u)
4
3
37
It is easy to store since the number line of integer is flat and small
enough
The number line of integer is divided into three parts: negative, zero,
and positive.
38
is. Conversely, the negatively greater the number is the more left the
position is.
2. Introduce the students with the position of an integer on the number
line
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
9 10
3. Ask the students to pay attention on the number line shown. What
conclusion can be made about the position of a specific integer on the
tool?
4. Tell the students that this tool can be used to model addition and
subtraction of two integers
5. Explain the students how to use the tool for addition and subtraction
of two integers as follow.
Rule of the game
a. to begin, the doll is on the origin of zero number facing to the
right
b. Integer:
1) Positive move forward
2) Zero
unmoved
go on moving forward
39
then
5+2= ...
forward
forward
40
Step 1
Starting from the zero position and facing to the right
10
-9 -8 -7 -6 -5 -4 -3 -2 -1 0
9 10
Step 2
Five (5) step forward, then added means then
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
9 10
Step 3
Since it is added by 2, therefore it needs 2 steps forward
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
41
then
5 + (2) = . . .
5 forward
2 backward
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
9 10
Step 2
Five (5) steps forward, then added means then
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
Step 3
Since it is added by 2, means the next step is 2 steps
backward. Then move the doll 2 steps to the left.
42
- -9 -8 -7 -6 -5 -4 -3 -2 - 0 1 2 3 4 5 6 7 8 9 10
10
s1
Since in the last step the doll stops at 3 positions, the result of
the operation is 3. So the mathematical expression is 5 + (2)
= 3.
3) 5 + (2)
Planning the display
The display of this problem is as follow.
then
5 + (2) = . . .
5 steps backward
2 steps backward
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
43
Step 2
Minus 5 means 5 steps backward. Then added by means
then/go ahead
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
9 10
Step 3
Since it is added by 2 means, the next step is 2 steps
backward, and then the doll should be moved 2 steps
backward.
- -9 -8 -7 -6 -5 -4 -3 -2 - 0 1 2 3 4 5 6 7 8 9 10
10
s1
44
Reverse the
direction
52=...
5 steps forward
2 steps forward
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 2
Positive 5, means move the doll 5 steps to the right
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 3
Subtracted, means reverse the direction, so the doll should
face to the left.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5
10
6 7 8 9 10
Step 4
45
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
5 (2) = . . .
5 steps forward
2 steps backward
Solution
Step 1
Start from zero position and face the doll to the right
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0
9 10
Step 2
The positive 5 integer means move 5 steps forward, then
46
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
1 2 3 4 5 6 7 8 9 10
Step 3
Subtracted means Reverse the direction, so the doll should
face to the left.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 4
Since it is subtracted by 2, means the doll has to be moved 2
steps backward. Then the doll will stop on the position of 7.
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0
10
1 2 3 4 5 6 7 8 9 10
Therefore, 5 (2) = 7.
5) 5 (2) = ...
Planning the display
The description of this problem is as follow:
Reverse the
direction, then
5 (2) = . . .
5 steps backward
2 steps backward
47
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0
9 10
9 10
Step 2
Negative 5, means move the doll 5 steps backward
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0
Step 3
Subtracted means Reverse the direction. In this case, the doll
change from facing to the right to facing to the left
- -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
10
Step 4
48
- -9 -8 -7 -6 -5 -4 -3 -2 - 0 1 2 3 4 5 6 7 8 9 10
10
s1
Or its adjacent
view is
49
one hole in their middle. Keep the separation and interchange the position
of the two groups
Rule of the game:
1. In every step of interchanging position of two groups of frogs, you
may pick up one frog only
2. In every moving step, you are only allowed to pick up one frog and
you may move the frog you hold 1 unit forward, if there is no other
frog to be jumped. If there is a frog to be jumped, you are only
allowed to jump the other frogs, no more than one frog, and landed
next to the hole behind the frog you jump.
For Example
1. Suppose there is only one couple of frogs (one green and one grey)
and one hole separating between the couple, then the steps of
working are as follows:
a. Pick one couple of frogs and put them on the middle part of the
bars separated by one hole in the middle between the two frogs
A
B
Starting position
Fig 4.1
b. Take one frog of them, say the green one (frog A). Move the frog
1 step forward to the empty hole
50
B
1st step
Fig 4.2
c. Take another frog (say frog B) to jump the current position of
the frog A so that the second frog (frog B) goes to the hole
exactly behind the frog A
B
A
2nd step
Fig 4.3
A
3rd step
Figure 4.4
51
A2
A1
B1
B2
Starting Position
Figure 4.5
b. First Step
Pick one frog of the first group, say A1 to move 1 step forward
into the empty hole between the two groups.
A2
A1
B1
B2
1st step
Figure 4.6
c. Second Step
Organize the position of the frogs completely in alternate manner.
Pick two frogs of the other group, say B1 and B2. B1 jumps the
frog A1 (figure 4.7), then followed by the next frog B2 to move
one step forward. So the formations of the frogs are in alternate
position.
A2
B1
A1
B2
2nd step
Figure 4.7
Figure 4.8
52
d. Third Step
After completing the alternating manner, the following steps are
making the two groups exchange completely their original
position.
Take the alternating color group (A1 and A2), here means group
1.The first color group (A2) to jump the frog B1. Then, B1 should
move 1 step forward; B2 should jump the frog A2. Finally, A2
should move 1 step forward.
A2
B1
B2
A1
3rd step
Figure 4.9
B1
A2
B2
A1
Figure 4.10
A2
B1
B2
A1
Figure 4.11
B1
B2
A2
A1
Figure 4.12
Figure 4.13
53
e. Observe that there are 8 steps to exchange the two groups of frogs
in each group.
Problem:
How many minimum steps are needed to exchange the two groups of
frogs (green and grey color each) when the number of frogs are 3, 4, 5,
and n couples?
Fill in the blank of each column in the following table:
The number of
couple frogs
The number of
jumping
The number of
moving
Total number of
steps
If it is possible, guide your students to find out the general formula of
steps for n couple of frogs. To make it easier, fill in the table 3.4 below.
The number of
couple frogs
The number of
jumping
The number of
moving
54
Total number of
steps
So, the general formula for examining n couple of frogs is .
Remarks
In addition to observe the number of jumping and moving, you can also
observe the exchanging color of the frogs. It will make it easier to know
the number of steps to exchange the position of the frogs.
55
56
Chapter IV
The Use of Games in Mathematics
Teaching and Learning in
Primary School
Chapter IV
The Use of Games in Mathematics Teaching and
Learning in Primary School
A. Card Games
The form of a card game numbers in mathematics are not much different
with dominoes that encountered in everyday life. The main difference
lies in the cards and the rules of the game.
Purpose:
The purpose of the card games is to train students skills in understanding
a particular topic in mathematics.
The examples of the card game:
1. Percent-Fraction Card
This card game is intended to give the students skill to change
percent to fractions and vice versa. One set of the card consists of 25
sheets, such as in the following figure.
57
10%
1
10
10%
1
5
10%
1
4
10%
1
2
10%
3
4
20%
1
10
20%
1
5
20%
1
4
20%
1
2
20%
3
4
25%
1
10
25%
1
5
25%
1
4
25%
1
2
25%
3
4
50%
1
10
50%
1
5
50%
1
4
50%
1
2
50%
3
4
75%
1
10
75%
1
5
75%
1
4
75%
1
2
75%
3
4
2
4
1
3
3
6
1
4
4
8
1
5
5
10
1
6
6
12
1
7
7
14
1
8
8
16
2
6
3
9
2
8
4
12
2
10
5
15
2
12
6
18
2
14
7
21
2
16
8
24
3
12
4
16
3
15
5
20
3
18
6
24
3
21
7
28
3
24
8
32
4
20
5
25
4
24
6
30
4
28
7
35
4
32
8
40
5
30
6
36
5
35
7
42
5
40
8
48
6
42
7
49
6
48
8
56
58
10%
1
4 25%
1
2
50%
3
4
and so on
6
24
1
4
4
8
1
2
2
4
and so on
59
e. Continue taking turns putting cards on the board (or picking one
from the pile if you cannot go) until someone wins.
f. The winner is the first person to get rid of all of their cards. But if
no one can do it, the person with the fewest cards left is the
winner.
How to Make Card Numbers
1. Material
Materials required in producing the card number are:
a. A thick sheet of paper. Cut of the paper to make rectangle-shaped
cards.
b. Stationery to write down the numbers on the card.
2. Card size
In general, rectangle-shaped card with the length (l) two times its
width (w) or
l = 2w
3. Card Making
There are two ways of making the card number:
a. First Model: cards that each number appears more than once
Topic: changing percent into ordinary fractions and vice versa
1) Choose the numbers in their percentage forms which are
easily converted into ordinary fractions as much as 6 numbers
60
100%
II
75%
III
50%
IV
25%
20%
VI
10%
1
3
4
1
2
1
4
1
5
1
10
61
1
2
3
4
5
6
7
8
62
1
2
1
3
1
4
1
5
1
6
1
7
2
4
3
6
2
6
2
8
2
12
3
9
3
12
4
8
4
12
5
15
6
18
7
21
4
16
5
20
6
24
7
28
8
32
2
10
3
15
4
20
5
25
6
30
2
14
3
21
4
28
5
35
6
42
5
10
6
12
7
14
8
16
8
24
7
35
8
40
3
18
4
24
5
30
6
36
7
42
8
48
7
49
8
56
7
1
8
2
16
3
24
4
32
5
40
6
48
7
56
8
64
1
1
2
2
1
3
3
1
4
A
2
2
4
B
2
6
A
3
3
6
4
8
5
10
3
9
4
12
D
6
18
E
7
7
14
N
4
16
5
15
6
12
K
7
21
8
16
G
8
24
M
5
1
6
D
2
10
3
12
C
2
8
4
1
5
N
5
20
O
6
24
P
7
28
Q
8
32
R
J
3
15
O
4
20
S
5
25
S
6
30
T
7
35
U
8
40
V
6
1
7
E
2
12
K
3
18
P
4
24
T
5
30
W
6
36
W
7
42
X
8
48
Y
7
1
8
F
2
14
L
3
21
Q
4
28
U
5
35
X
6
42
Z
7
49
Z
8
56
Aa
G
2
16
M
3
24
R
4
32
V
5
40
Y
6
48
Aa
7
56
Bb
8
64
Bb
6) Pair every two cells with the same alphabet and write them on
the card. For example:
63
card A
1
2
2
4
card B
1
3
card Bb
card C
3
6
4
8
1
4
...
7
56
8
64
64
find
all
of
them?
to 19
7
to 20
65
to 20
7
5
h. The sum is equal
to 23
9
66
3. Magic Circle
Model 1
In this game, the six numbers; 1, 2,
3, 4, 5 and 6 are provided.
Place all numbers from 1 to 6 in
the square along the circumference
of the circle (one number per
square), so that four numbers on
each circumference sums up to the
same
total.
Model 2
In this game, the 12 numbers; 1 to
12 are provided
Place all numbers from 1 to 12 in
the square along the circumference
of the circle (one number per
square); so that six numbers on
each circumference sums up to the
same total.
67
5.
main
diagonal
is
the
same?
68
References
REFERENCES
References
Depdiknas. 2006. Standar Isi Mata Pelajaran Matematika Untuk SD/MI.
Djoko Iswadji. 2003. Pengembangan Media/Alat Peraga Pembelajaran
Matematika di SLTP. Yogyakarta: UNY. Makalah Tidak
Dipublikasikan
Emert, John W., Meeks, Kay I., and Nelson, Roger B. Reflections on a
Mira. http://www.jstor.org/pss/2975320. accessed 12 April 2010.
E.T. Ruseffendi. 1979. Seri Pengajaran Matematika Modern: untuk
Orang Tua, Murid, Guru dan SPG. Seri Kedua. Bandung: Tarsito.
E.T. Ruseffendi. 1979. Seri Pengajaran Matematika Modern: untuk
Orang Tua, Murid, Guru dan SPG. Seri Keempat. Bandung:
Tarsito.
Herry S., Supinah, dan Pujiati. 1990/1991. Penggunaan Alat Peraga
dalam Pengajaran Matematika SD. Yogyakarta: PPPG
Matematika.
National Council of Teachers of Mathematics. 1973. Instructional Aids
in Mathematic. Washington DC.
National Council of Teachers of Mathematics. 1974. Teacher-made
Aids for Elementary School Mathematical. Washington DC.
Pujiati. 2003. Bahan Ajar Matematika SD: Penggunaan Alat Peraga
dalam Pembelajaran Matematika SD. Jakarta: Direktorat
Tenaga Kependidikan.
Tangrams. www.cleavebooks.co.uk/trol/trolxk.pdf. Retrieved 12 April
2010
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