For a teacher, teaching and learning is not a foreign term or notion. The ability to plan, organize, organize and evaluate teaching and learning activities is a major professional skill for teachers. A teaching and learning activity is structured based on several factors, the main objectives are the teaching, students, teaching materials, methods and teaching medium to be used.
To control the harmony of these factors in teaching and learning activities are evaluated as long as the Activity is implemented, ie evaluation of the process and evaluation done at the end of learning activities to see student learning outcomes. Of the several factors mentioned above, the discussion in this paper will prioritize the relationship between teaching and learning activities, teaching materials, and teaching media in creating ease for students learning mathematics.
Teaching and learning activities at this stage prioritize activities that can make students fully master the characteristics and properties, application and development of concepts that have been studied at the stage of conceptualization. For example, after the previous stage students learn the concept of numbers (two tribes with one digit number) then in the learning activities of teaching for understanding the concept of students learn that in addition there is a commutative nature (exchange place), the sum of more than two tribes, as well as associative grouping of tribes), and applied concepts to the problems of everyday life.
Some things to consider in organizing KBM for conceptual understanding such as: The concepts that have been learned at the stage of planting the concept should be re-revealed. Example: to convey the sum of more than two tribes as well as the commutative and associative nature of the sum, the student can be reminded first of the sum facts.
Eg: Asked:
1 + 2 = ...
3 + 4 = ...
4 + 1 = ...
2 + 3 = ...