5 pillars study of malaysian mathematicsstudy of malaysian mathematics curriculumcurriculum study of...

7/29/2019 5 Pillars Study of Malaysian MathematicsStudy of Malaysian Mathematics CurriculumCurriculum Study of Malaysian MathematicsStudy of Malaysian Mathematics CurriculumCu

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Study of Malaysian MathematicsStudy of Malaysian Mathematics

CurriculumCurriculum

Study of Malaysian MathematicsStudy of Malaysian Mathematics

CurriculumCurriculum

AB. RAZAK BIN SALLEHAB. RAZAK BIN SALLEHMathematics DepartmentMathematics Department


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Emphases in Teaching andLearning

The Mathematics curriculum isordered in such a wa so as to ive

flexibility to the teachers to createenvironment that is enjoyable,

meaningful, useful and challenging forteaching and learning.


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On completion of a certain topic and in deciding toprogress to another learning area or topic, thefollowing need to be taken into accounts:

The skills or concepts acquired in the new learningarea or topics;

Ensuring that the hierarchical or relationshipe ween earn ng areas or o cs ave een

followed through accordingly; and

Ensuring the basic learning area have or skills

have been acquired or mastered beforeprogressing to the more abstract areas.


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the teaching and learning processemphasise concept building, skillacquisition as well as the inculcation

of positive values. Besides these,there are other elements that need

to be taken into account and learnt

through the teaching and learningprocesses in the classroom.


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the main emphasis or the pillars are:

1. Problem solving in maths

2. Communication in maths.

4. Mathematical connections

5. Application of technology


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1. Problem Solving in Maths

- Exists in 3 different modes:a. Content

b. Ability

c. Learning approach


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The commonly accepted model forproblem solving is 4-step algorithms:

Understanding the problem

Carrying out the plan

Looking back at the solution


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Try a simpler case

Trial and improvement

Draw a diagram

Identifying patterns and sequences

The strategies are:

Make a table, chart or systematic list

Simulation

Make an analogy Working backwards


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Problem solving is the ultimate of

mathematical abilities to bedeveloped amongst learners ofmathematics. Being the ultimate of

abilities, problem solving is built uponor other mathematical abilities whichare less complex in nature.


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Abilities such as calculation,

measuring, computation andcommunication are well developedamongst learners because these

abilities are fundamentals of problem.


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People learn best through experience.

Hence mathematics is best learnt throughexperience of solving problems.

One example is problem-based learning isan approach where a problem is posed at

the beginning of a lesson. The problempose s care u y es gne o ave e

desired mathematical concept and abilityto be acquired by learners during the

particular lesson.


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2. Communication in Mathematics

Communication is a way to share ideas andclarify the understanding of Mathematics.Through talking and questioning,mathematical ideas can be reflected upon,discussed and modified. The process of

reason ng ana y ca y an sys ema ca ycan help reinforce and strengthen pupilsknowledge and understanding ofmathematics to a deeper level. Througheffective communications pupils willbecome efficient in problem solving and beable to explain concepts and mathematicalskills to their peers and teachers.


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Pupils who have developed the above

skills will become more inquisitivegaining confidence in the process.Communication skills includes readingand understanding problems,

interpreting diagrams and graphs,mathematical terms during oralpresentation and written work, also

listening skills involved here.


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Communication in maths through the

listening process occurs when individualsrespond to what they hear and thisencourages them to think using theirmathematical knowledge in making

decisions. ,process takes place when an individualcollects information or data and

rearranges the relationship between ideasand concepts.


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Communication in maths through the

visualization process takes placewhen an individual makes observation,analyses it, interprets andsynthesises the data into graphicforms such as ictures dia rams

tables and graphs.


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The following method can create an

effective communication environment: Identifying relevant contexts associatedwith environment and everyday lifeexperiences of pupils;

Identifying interests of pupils; Identi in teachin materials

Ensuring active learning; Stimulating meta-cognitive skills;

Inculcating positive attitudes; and Creating a condusive learning environment


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Oral communication is an interactive

process that involves activities likelistening, speaking, reading andobserving. It is a two-way interactionthat takes place between teacher-

pupil, pupil-pupil, and pupil-object.and reason about maths and to tellothers the results of their thinking,

they learn to be clear and convincing.


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Listening to others explanations gives

pupils the opportunities to develop theirown understanding. Conversations in whichmathematical ideas are explored frommultiple perspectives help sharpen pupils

thinking and help make connections.develop a language for expressingmathematical ideas and appreciation of theneed for precision in the language.


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Some effective and meaningful oral

communication techniques in mathematicsare as follows:

Story-telling, question and answer sessionsusing own words;

Asking and answering questions; Structured and unstructured interviews;

Discussion during forums, seminars,debates, and brain-storming sessions;and

Presentation of findings of assignments.


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Written communication is the process

whereby mathematical ideas andinformation are shared with othersthrough writing. Examples are:

Doing exercises;

Keeping scrap books; Keeping folios;

Undertaking projects; and

Doing written tests.


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Representation is a process of analysing a

mathematical problem and interpreting itfrom one mode to another. Mathematicalrepresentation enables pupils to findrelationship between mathematical ideas

that are informal, intuitive and abstract.realise that some methods ofrepresentation are more effective anduseful if they know how to use theelements of mathematical representation.


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3. Mathematical Reasoning

Logical reasoning or thinking is the basisfor understanding and solvingmathematical problems.

The development of mathematical reasoning

is closely related to the intellectual andcommunicative develo ment of the u ils.Emphasis on logical thinking during

mathematical activities opens up pupilsminds to accept maths as a powerful tools

in the world today.


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Pupils are encouraged to predict and do

guess work in the process of seekingsolutions. Pupils at all levels have to betrained to investigate their predictions orguesses by using concrete materials,calculators, computers, mathematical

representation and others. Logicalof mathematics so that pupils canrecognise, construct and evaluatepredictions and mathematical arguments.


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4. Mathematical Connections

Pupils should be able to create a linkbetween conceptual and procedural

knowledge and relate topics inareas.


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The math curriculum consists of several

areas such as arithmetic, geometry,measures and problem solving. Withoutconnections between these areas, pupilswill have to learn and memorise too many

concepts and skills separately.see math as an integrated whole ratherthan a jumble of unconnected ideas.


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Teachers can foster connections in a

problem oriented classrooms by havingpupils to communicate, reason and presenttheir thinking.

When these math ideas are connected with

real life situations and the curriculum,application of mathematics. They will alsobe able to use math contextually in

different learning areas in real life.


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5. Application of Technology

The application of technology helpspupils to understand mathematical

concepts in depth, meaningfully andmathematical concepts.


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The use of computers, calculators,

educational software, websites andavailable learning packages can help toupgrade the pedagogical skills in theteaching and learning of math.

The use of teaching resources is very.ensure that pupils absorb abstract ideas,be creative, feel confident and be able

to work independently or in groups.


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Most of these resources are

designed for self-access learning.Through self-access learning, pupilswill be able to access knowledge orskills and information independentlyaccordin to their ace. This will

serve to stimulate pupils interestsand responsibility in learning

mathematics.


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THANK

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