EARLY CHILDHOOD CONFERENCE 2013

PROMOTING MATHEMATICS EXCELLENCE :

A COMMUNITY-BASED APPROACH

Maimoonah Ahmad maimoonahahmad@mendaki.org.sg

Ms Suri Yati Buang b853pcf@gmail.com

Background

COMMUNITY LEADERS’ FORUM (CLF)

Family Wrap Around CareCommunity of PracticeCommunity ProjectsCore Prenting SkillsFamily Excellence Circles

Employability Move IntoMove UpMove BetweenMove Across

Education Maju Minda Matematika(Tiga M ) or Progressive Mathematical Minds Preparatory Math and Science Workshop for Primary 5 Success in PSLE Mathematics Seminar Intensive PSLE Math

Youth Youth In-Action (YIA)Max OutIntegrated Programme for Teenagers (NUR)Empowerment Programme for Girls (EPG)

Community Leaders Forum

In 2011, a total of 255 partners were involved in running CLF programmes

MosquesCommunity clubsGrassroots orgsVoluntary Welfare Orgs, Family Service Centres Schools

0

50

100

150

200

250

300

2036

144

255

2008 2010 2011

75,000

123,000

131,000

158,000

2009

PartnersBeneficiaries

Partners and Beneficiaries

Education Network

Objectives

Students stay in school and complete at least 10 years education

90% of students to proceed to post-secondary education by 2010

Improve performance in Maths and Science

Pre-Primary Upper Primary

Maju Minda

Matematika (Tiga

M )

Success in PSLE Maths

Intensive PSLE

Maths

More than 20 000 beneficiaries since programme inception

Maju Minda Matematika (Tiga M)

Maju Minda Matematika or Progressive Mathematical Minds conceptualised and piloted in 2002; rolled out in 2004

Targets low-income Malay/Muslim families and their pre-school children aged 4 to 6 years old

Maju Minda Matematika (Tiga M)

Objectives:

To increase parents’ knowledge and understanding of the development of basic concepts in mathematics

To increase parents’ confidence and skills in engaging their children in home based activities that would develop problem-solving and numeracy skills

To empower parents in creating a home environment conducive to the development of children’s mathematical skills

Parents’ Involvement: The Key To Improved Students’ Achievement

Research by Yayasan MENDAKI Two groups of children from Low income families

Children who passed MathematicsChildren who did not pass Mathematics

Findings: Parental involvement is positively related to children’s

Math performance. 58% of parenst faced difficulties in helping their

children with their studies

Recommendation: Programs targeting parental involvement in mathematics

focus on home-based practices that do not require technical mathematical skills.Parents to receive training, resources, and support to

create home learning environments that foster high expectations for children's success in Mathematics

Maju Minda Matematika (Tiga M)

6-session programme; each session 3 hours

Activities include: Parent workshops through hands-on activities

and demonstrations to develop parents’ understanding about the development of mathematical skills

Children’s activities that involve exposure to mathematical concepts

Parent-child practice session

Maju Minda Matematika (Tiga M)

Built on the premise of Mediated Learning Experience (MLE), describes a quality of interaction between a learner and a ‘mediator’.

Maju Minda Matematika (Tiga M)

Parent as “Teacher”

Maju Minda Matematika (Tiga M)

Parent as “Mediator”

75% of students not in LSP (P1)

Indicator: 75% of children are not in LSP

Method: phone calls to participants

Outcomes

Shift (+ve) in parents’ perception towards Math: Self ability, interest in Math, how Math skills acquired, child’s ability.Indicator: 75% of parents.Method: Pre / Post Perception Survey.

Shift (+ve) perception on factors that contribute to child’s math performance: Role of parents, early exposure (Math), hard work, teacher’s role, child’s friend good in MathIndicator: 75% of parentsMethod: Pre/Post test

Children find Math fun and interestingIndicator: 90% children enjoyed the programMethod: Choice of ‘happy face’

Parents demonstrate ability to use MLE for assigned tasks:5 Elements1. Intentionality /

Reciprocity2. Meaning3. Transcendence4. Competence5. Self-reg. / Control of

behaviour

Indicator: 75% of parents able to

demonstrate MLE

Method:6. Mediation Checklist7. Video analysis

Intermediate

Immediate Impact

(Session 1-6) (Upon completion of prog.) (6 mths after)

Shift (+ve) in Parents’ Perception towards Math

IMMEDIATE OUTCOME

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%96%

88%

65%72%

98% 97%

87% 88%

Pre Test

Post Test

(N=100)

Criteria + Shift Acknowledged the importance of Math 2%

Confidence in child’s ability to perform better in Math

9%

Confidence in assisting children 22%

Math can be taught using home utensils

16%

IMMEDIATE OUTCOME

Role of Teachers

Role of Parents Early exposure in Maths

Hard Work Child's friend who is good in

Maths

0%10%20%30%40%50%60%70%80%90%

90% 83% 82%70%

18%

N=100Pre Test

Role of Parents Early exposure in Maths

Role of Teachers Hard Work Child's friend who is good in Maths

0%

20%

40%

60%

80%

100%

96% 92%

75% 74%

16%

N= 100Post Test

Children’s Rating of Tiga M

Happy (likes very much) Smiley (like)

Sad (dislike)

100%

0%0%

N =161

IMMEDIATE OUTCOME

Overall Improvement of Mediation Elements

INTERMEDIATE OUTCOME

Components of MLE: Intentionality & Reciprocity, Meaning, Transcendence,Competence, Self Regulation & Control of behaviour

0%

20%

40%

60%

80%

100% 65%

84%

Session 2 Session 5

Session 2

Session 5

0%10%20%30%40%50%60%70%80%90%

100%0.860000000000

001

0.660000000000004

0.380000000000002

0.57

0.78

0.940000000000001

0.850000000000001

0.710000000000001

0.770000000000004

0.92

Intentionality/Reciprocity

Meaning Trancendence Competence Self Regulation

Session 2

Session 5

INTERMEDIATE OUTCOME

Child listens to and responds to his/her parent

Parent verbal-izes her reasons for carrying out

the activity

Parent stimu-lates the child to explore beyond the immediate

experience (bridging),

Parent encour-ages and praises successful steps towards com-

pleting the activ-ity

Parent models controlled be-haviour by not

interrupting child's answers and reflecting

before answer-ing

Parent uses concrete picto-rial abstract ap-proach in learn-

ing maths

Parent uses home materials involving maths

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

82%

18%13%

59%

41%35%

6%

88%

65%

47%

94%

82% 82%

47%

94%

59%65% 65%

71%76%

53%

Video Analysis: Mediation Checklist

Before Tiga M Session Immediately after Tiga M Session Six months after Tiga M Session

N = 17 Families

LSP Non LSP

3%

97%

LSP vs Non-LSP goers

IMPACT OUTCOME

Children’s Rating of Tiga M

Happy (likes very much) Smiley (like)

Sad (dislike)

100%

0%0%

N =161

IMMEDIATE OUTCOME

PCF Woodlands; PCF Eunos; Hasanah, Assyafaah & Ghufran Mosque

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

95%

72%71%

62%

99% 96% 95% 94%

Shift in Parent's Perception(5 Partners)

Pre Test Post Test

Criteria +ShiftAcknowldged the importance of Mathematics 4%Have confidence in child’s ability to improve performance in Maths 24%Have confidence in assisting their children 24%Mathematics can be taught using home utensils 32%

PARTNERS’ IMMEDIATE OUTCOME

Partner’s Feedback

Parents

Tiga M has given parents confidence in assisting their children in education.They are now more aware of what is being taught in school.

Tiga M workshop conducted in schools has created a good bond between parents, teachers and children. Parents expressed that they acquired new knowledge through the workshop. Class discussions and presentation enable parents to understand all mediated learning components.

Tiga M is very effective and suggested it should be extended to lower and upper primary level. Worksheet to be translated to English for the non-speaking Malays.

Children: Children attended this workshop have shown positive changes in their behaviour. They are more responsive and seems to exhibit an interest in Maths.

Tiga M Partners

Mosque Kinder-garten

PCF School MMO Community Club

0

2

4

6

8

10

12

14

16

1817

54

5

3

Maju Minda Matematika (Tiga M)

To show 7 minutes video

Sharing session - Collaboration between

MENDAKI & PCF

PCF Woodlands Experience

Maju Minda Matematika (Tiga M)

How it all started at PCF Woodlands?

Education Network shared the success of Maju Minda Matematika (Tiga M)

Piloted at PCF Woodlands in 2009

Why we agree to embark on this programme?

parents involvement in Math activities development of skills set for parents engagement with low-income parents

How it benefits our parents / students / families & teachers? increases parents’ understanding of basic numeracy

concepts thus improving their knowledge & confidence improves child’s attitude towards Mathematics,

enhances his/her self-confidence and social development

programme flexibility and easy access

How it benefits our trainers?

as trainers, the teachers faced a different group of audience – the parents

through MENDAKI’s training – teachers are more confident to engage parents

parents and teachers develop rapport over 6 weeks

Lesson Learnt

Awareness of parents on the benefit of the programme through Hands-on activities.

PCF efforts to reach to kindergarten parents is made possible with the collaboration between CLF and PCF.

Positive feedbacks from parents on their children’s progress after attending the course attract other parents to take up the course

Trainers will be more competent and confident in their presentation skills

Mendaki provides training for trainers in areas of self and professional development

Reinforcement of concepts that had been taught in school for easy and better understanding

We are open to share with others our knowledge and experiences and ready to mentor those who are interested

Welcoming others on board TigaM

Challenges...

Getting participation from parents Getting parents to commit to the

programme Getting fathers to attend the programme

Conclusion...

hope to see more PCF kindergartens and other organisations take on Tiga M

benefited our children, parents, PCF kindergartens, trainers and the community