SEAMEO Regional Center forQITEP in Mathematics

SEAMEO QITEP in MathematicsYogyakarta, 8 October 2016

2016 : QiM UNY

Imagine the Future.

What kinds of:

knowledge

skills

attitudes

Are needed by our young generation to survive in

the 21st Century and beyond? The Focus must be

on our Students and our Mathematics Classes.

How to help Mathematics Teachers?2016 : QiM UNY

SEAMEO QITEP in Mathematics

The Southeast Asian Ministers of Education Organization (SEAMEO)Regional Centre for the Quality Improvement of Teachers andEducation Personnel in Mathematics (SEAQiM) is an organizationwhich runs under the flag of SEAMEO and the government ofIndonesia

The Centre has officially joined the family of SEAMEO since 2009with the purpose to develop the capacity of mathematics teachersand other education personnel including school supervisors, andheadmasters across the Southeast Asian region.

2016 : QiM UNY

VisionTo be a centre of professional leadership in the area of mathematics education for teachers and education personnel within the framework of sustainability in Southeast Asia

MissionTo provide quality professional mathematics education and services for teachers and education personnel in SEAMEO Member Countries

Goals1. To provide high quality education relevant to 21st century skill teaching capability2. To establish extensive networks and collaboration, information exchange and best

practice sharing in the area of mathematics education among SEAMEO MemberCountries

3. To conduct research and development in mathematics education4. To provide intellectual forums on mathematics education innovation5. To provide policy maker with up-to-date data and information on mathematics

education

2016 : QiM UNY

What We Do

For the last six years, SEAQiM has conducted several courses,training, workshops, symposiums, and research to address the latestissues in mathematics.

The Centre has also been developing a mathematics regionalassessment under the title of MaRWA (Mathematics Regional WideAssessment). This ongoing project is a collaborative work bySEAQiM, SEAQiS and SEAMOLEC with the support of the MoE of 11SEAMEO Member Countries.

2016 : QiM UNY

Courses

• Teacher-made Teaching Aids• Joyful Mathematics Learning• Differentiated Instructions• Utilization and Development IT-based Mathematics

Learning• Clinical Supervision• Lesson Study in Mathematics Education• Southeast Asia Mathematics Realistic Education (SEA RME)

2016 : QiM UNY

Expert Facilitators

Additionally, the Center invites lecturers and experts to support the training2016 : QiM UNY

Facility

Mini library with math books and learning resources

2016 : QiM UNY

Unique Experience

Participants collaboratively learn and work together

2016 : QiM UNY

Unique Experience

Participants are not only learning about theories but also can practice it during the training. They have the opportunities to teach in our partner schools.

2016 : QiM UNY

Unique Experience

Participants are not only learning about theories but also can practice it during the training. They have the opportunities to teach in our partner schools.

2016 : QiM UNY

Product

Videos of the teaching and the teaching aids are available on our YouTube channel

2016 : QiM UNY

Product

Videos of the teaching and the teaching aids are available on our youtube channel

2016 : QiM UNY

Product

We have published journal and magazines

2016 : QiM UNY

Purpose of National Education (Indonesia)(Pasal 3 UU No 20 Sisdiknas Tahun 2003)

To develop students' potential to become faithful and pious man, noble, healthy, knowledgeable, skilled,

creative, independent, and also to become democratic and responsible citizen.

Spiritual Attitude Core Competence #1: Faithful and Pious

Social AttitudeCore Competence #2: Healthy, independent,

democratic and responsible, etc

Knowledge Core Competence #3: Knowlegeable

Skill Core Competence #4: Skilled and creative, etc

2016 : QiM UNY

2016 : QiM UNY

Objective of Math Education

Human Character Formation

Skills for Learning: Learning How to Learn

Knowledge and SkillsTraditional way of calculation

New way of calculation

Pattern on the calculations

Mathematical Thinking:

Extension, Generalization, Anticipation,

Integration, Change the representation for

explaining

Attitude and Values: Beautifulness, Curiosity,

Reasonableness, Appreciation

We should

develop

children who

can use

what they

learned

before with

out our

support. If

they

developed,

they can

reply the

question

what do you

want to do

next.

2016 : QiM UNY

`Source: Isoda (2015)

2016 : QiM UNY

Our Challenge

If we agree to help our students to be competence on: (1) Math knowledge, (2) Math Process and (3) good attitude toward mathematics.

How to help our mathematics teachers to be competence in helping their students to be competence on : (1) Math knowledge, (2) Math Process and (3) good attitude toward mathematics.

How?

2016 : QiM UNY

Shadiq, (2016b): “How to Help Our

Students to LearnMathematics”

1.meaningfully easily?

2.joyfully?

3.to use their heads (think)?

4.to be an independent learner?”

2016 : QiM UNY

The Indonesian Scientific Approach (MoEC, 2013)

More on Process Skills (FS)

1. Observing2. Questioning3. Reasoning

4. Collecting or experimenting5. Communicating

2016 : QiM UNY

The Japanese PSA Steps

1. Problem Posing2. Independent Solving (FS: SA)3. Comparison and Discussion 4. Summary and Integration.

Source: Masami Isoda (2011)

2016 : QiM UNY

The PSA Includes

1. Enabling students to apply and extend the

learned ideas to new problem situation by/for

themselves (meaningful learning, FS).

2. Teacher must accept any ideas (any

alternative answers, FS) of children if it is

originated from what they already learned but

allows them to talk on their demand.

Source: Masami Isoda (2011).2016 : QiM UNY

Challenges

It is not easy to change teachers, but we can do it together.

During the teaching, some overseas teachers feel not confident because of language barrier and other factors.

2016 : QiM UNY

RESULT 2 Source: Shadiq, (2016a)To change and improve the quality of teaching

and learning process from a “typical” or

“traditional” mathematics classroom to the new one and more innovative is not easy.

2016 : QiM UNY

Beliefs about what mathematics is and why it is important (Goos and Vale, 2007:4)

“Mathematics teachers’ beliefs have an impact on their classroom practice, on the ways they perceive teaching, learning, and assessment, and on the ways they perceive

students’ potential, abilities, dispositions, and capabilities.” (Barkatsas and Malone, 2005:71)

2016 : QiM UNY

Source: Goos and Vale (2007:5). Frei (2008:8) stated that often teachers

feel comfortable teaching the way they were taught.

Several Questions

1.What is the percentage of the certainty that we are

able to change the paradigm and behavior of

mathematics teachers? What are the arguments?

2.What should be taken into account to increase the

level of certainty of Q#1?

3.What should be taken into account we will increase

the percentage of Indonesian students who can work

on the problems in the high category and advance

level [requires reasoning] from only 5%?

4.How to help Indonesian mathematics teachers?

2016 : QiM UNY

Teachers need to understand the importance

of math thinking. Teachers cannot teach

what they themselves do not understand.

(Isoda & Katagiri, 2012:37)

Teachers need to experience in ways that

they will be expected to teach it.

Lesson Learnt from QiM (The Real Problem):

How to Change the Real Teaching Practice?

2016 : QiM UNY

Frei, S. (2008) Teaching Mathematics Today. Huntington Beach: Shell EducationGoos, M.; Stillman, G.; and Vale, C. (2007). Teaching Secondary School Mathematics: Research and

Practice for The 21st Century. NSW: Allen & UnwinIsoda, M. & Katagiri, S. (2012). Mathematical Thinking. Singapore: World Scientific.Isoda, M. (2015). Mathematical Thinking: How to Develop It in the Classroom. Power Point

Presented on: Course on Lesson Study in SEAMEO QITEP in Mathematics.SEAMEO RECSAM (2016). Working paper for SEAMEO Basic Education Standards (SEA-BES):

Common Core Regional Learning Standards in Science and Mathematics. Penang: SEAMEO RECSAM.

Shadiq, F. (2015). How Can SEAMEO QITEP in Mathematics Helps Indonesian Mathematics Teachers to Help Their Students to be Independent Learners in the Case of Disaster Risk Reduction (DRR)? Paper presented on Conference on Science and Mathematics Education (CoSMEd), SEAMEO RECSAM, Penang, Malaysia, 16 – 19 November, 2015. Yogyakarta: SEAMEO QITEP in Mathematics.

Shadiq (2016a). The Opportunities and Challenges on the Teaching and Learning of Mathematics. Experience of SEAMEO QITEP in Mathematics. Power Point Presented on: The Workshop on Promoting Mathematics Engagement and Learning Opportunities for Disadvantaged Communities in West Nusa Tenggara in Australian Embassy, Jakarta, May 12, 2016. Yogyakarta: SEAMEO QITEP in Mathematics.

Shadiq, F. (2016b). The Japanese Problem Solving Approach (PSA). PowerPoint Presented on Course on Joyful Learning for Primary School Teachers. SEAMEO QITEP in Mathematics, Yogyakarta, 24 August – 6 September 2016. Yogyakarta: SEAMEO QITEP in Mathematics.

Reference

2016 : QiM UNY

THANK YOU

2016 : QiM UNY