PENYERAHAN DAN PENILAIAN TUGASAN ASSIGNMENT SUBMISSION AND ASSESSMENT _______________________________________________________________________ _ HBMT2103 V2 TEACHING OF ELEMENTARY MATHEMATICS PART 1 MAY

2013 _______________________________________________________________________ _ ARAHAN KEPADA PELAJAR / INSTRUCTIONS TO STUDENTS 1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul bercetak kursus ini. / This assignment contains only ONE (1) question that is set in the language of the printed module for the course. 2. Jawab dalam Bahasa Melayu atau Bahasa Inggeris. / Answer in Malay or English. 3. Muat turunkan templat tugasan versi bahasa yang berkenaan daripada MyVLE untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan menggunakan saiz fon 12 Times New Roman dan langkau baris 1.5. / Download the language version of the assignment template concerned from the MyVLE for preparation and submission of your assignment. Your assignment should be typed using 12 point Times New Roman font and 1.5 line spacing.

4. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Jangan menyalin soalan dan arahan tugasan dalam jawapan anda. / Your assignment should be between 2500 to 3000 words excluding references. The number of words should be shown at the end of your assignment. Do not copy the assignment question and instructions to your answer. 5. Anda dikehendaki menghantar tugasan SECARA ON-LINE melalui MyVLE. Sila rujuk kepada portal untuk arahan mengenai prosedur menghantar tugasan anda secara on-line . Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / You must submit your assignment ON-LINE via the MyVLE. Refer to the portal for instructions on the procedures to submit your assignment on-line. You are advised to keep a copy of your submitted assignment for personal reference. 6. Anda hanya boleh menghantar tugasan SEKALI sahaja dalam SATU fail. / You can submit your assignment ONCE only in a SINGLE file.
7. Tugasan anda hendaklah diserahkan antara 9hb-17hb Julai 2013. Serahan selepas 17hb

Julai 2013 TIDAK akan diterima. / Your assignment must be submitted between 9th-17th July 2013. Submission after 17th July 2013 will NOT be accepted. 8. Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri . / Your

assignment should be prepared individually. You should not copy another persons assignment. You should also not plagiarise another persons work as your own.

PENILAIAN / EVALUATION Tugasan ini akan menyumbangkan 40% markah kepada kursus tersebut dan akan dinilai berdasarkan kepada Rubrik atau Skema Jawapan. / This assignment accounts for 40% of the marks for the course mentioned and shall be assessed based on the Rubrics or Answer Scheme. Anda akan dimaklumkan tentang markah tugasan ini sebelum Peperiksaan Akhir Semester bermula / You would be informed of the assignment mark before the Final Semester Examination commences. PLAGIARISME : POTONGAN MARKAH / PLAGIARISM : MARKS DEDUCTION Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika plagiarisme dikesan, markah akan dipotong seperti berikut: / Warning : The submitted assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows: Tugasan dengan pertindihan kandungan antara 10 - 30 % : potongan 20% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan antara 31 - 50 % : potongan 40% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan lebih daripada 50%: Markah sifar akan diberikan. Assignments with 10 - 30 % overlap with others: 20% deduction from the total marks scored. Assignments with 31 - 50 % overlap with others: 40% deduction from the total marks scored. Assignments with more than 50% overlap with others: Zero mark would be given.

ASSIGNMENT QUESTION Effective learning of mathematical concepts and skills is facilitated by providing meaningful hands-on experiences through the use of appropriate manipulative materials. Research has indicated that long term use of concrete instructional materials (e.g. pattern blocks, counters, base ten materials, calculators, measuring devices, etc.) in lessons is positively related to increases in mathematics achievement and improved attitudes toward mathematics. (Sowell 1989; Suydam and Higgins 1977) Discuss the role and impact of using manipulatives in the teaching and learning of any two topics (e.g. Numbers, Operations, Measures, Shapes) from Level One (Year 1 to Year 3) Primary Mathematics Curriculum for Malaysian schools. Compile a report on the range of manipulatives, activities that can be used, ways to help children construct meanings and make connections between mathematical concepts as well as the role and impact of using various kinds of manipulatives in mathematics lessons. Carry out the following tasks to complete your assignment: Select two topics and focus on the mathematical concepts or skills to be discussed. Search for relevant supporting literature from various sources regarding the range of manipulatives available, activities that can be organised, role and impact of using manipulatives in lessons, etc. for the topics chosen. Identify and describe in detail, two examples of manipulatives that have impacted positively the teaching and learning of each topic in relation to the mathematical concepts or skills selected; Elaborate on suitable activities (one example for each manipulative chosen) and the impact of using the respective manipulatives pertaining to the concepts to be acquired; Suggest ways to promote successful learning when planning mathematics lessons that include the use of concrete manipulatives; Summarise your points in the form of a written report using a suitable format. Submit relevant supporting documents, References in APA Format, graphic organisers, drawings, photographs, etc. as Appendices in your report.

[Total: 40 marks] ____________________________________________________________________________ MUKA SURAT TAMAT / END OF PAGE

Assignment Guidelines (Content and Scoring) CODE COURSE : HBMT2103 V2 SEMESTER : MAY 2013 Weig ht 1
Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards

Criteria
Introduction: Brief introduction on scenario of task: Definition or explanation of manipulatives/ Significance of using manipulatives in the teachinglearning of elementary mathematics. Content (i): Description of examples of manipulatives identified and relevance of examples used based on two topics chosen with respect to the two manipulatives selected.

0
No introduction given.

1
Poor introduction on scenario of task given: Vague definition/ explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics.

2
Superficial introduction on scenario of task given: Superficial definition/explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics.

3
Clear introduction on scenario of task given: Clear definition/ explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics.

4
Very clear introduction on scenario of task given: Very clear definition/explanatio n of manipulatives for the teachinglearning of elementary mathematics/ Significance of using manipulatives in the teachinglearning of elementary mathematics. Very clear and detailed description of two relevant examples of manipulatives identified for each topic chosen in relation to the two topics or mathematical concepts/skills selected.

Max Marks
4

There is no description of examples identified and no mention of topics or mathematical concepts selected.

Brief mention/poor description of two examples of manipulatives identified for each topic chosen with reference to the two topics or mathematical concepts/skills selected.

Superficial description of two manipulatives identified for each topic chosen in relation to the two topics or mathematical concepts/skills selected.

Clear description of two relevant examples of manipulatives identified for each topic chosen in relation to the two topics or mathematical concepts/skills selected.

Criteria
Content (ii): Elaboration on suitable activities involving the use of the chosen manipulatives and the impact of using the respective manipulatives pertaining to the topics selected. Content (iii): Discussion: Suggestions on how to promote successful learning when planning lessons that include the use of concrete manipulatives with respect to topics chosen.

Weig ht 2

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No activities given.

1
All/most of the activities given were not suitable. Elaboration and discussion of the activities given did not reflect the impact of using the respective manipulatives pertaining to the topics/mathematical concepts or skills selected. Suggestions discussed lacked focus and were not related to the concrete manipulatives described and topics / mathematical concepts or skills chosen.

2
Only some of the activities given were suitable. Elaboration and discussion of some of the activities given reflected partially the impact of using the respective manipulatives pertaining to the topics/mathematical concept or skills selected. Suggestions on ways to promote successful learning using manipulatives in lessons briefly discussed with respect to the concrete manipulatives described and topics/mathematical concepts or skills chosen.

3
Most of the activities given were suitable. Clear elaboration and discussion of the activities given reflected clearly the impact of using the respective manipulatives pertaining to the topics/mathematical concept or skills selected. Suggestions on ways to promote successful learning using manipulatives clearly discussed with respect to the concrete manipulatives described and topics/mathematical concepts or skills chosen.

4
All the activities given were suitable. Very clear elaboration and discussion of relevant activities given reflected very clearly the impact of using the respective manipulatives pertaining to the topics/mathematical concept or skills selected. Suggestions on ways to promote successful learning using manipulatives very clearly discussed with respect to the concrete manipulatives described and topics/ mathematical concepts or skills chosen. The literature review was well done, smooth flow of language and accurate referencing was used.

Max Marks
8

No suggestions on ways to promote the use of concrete manipulatives in mathematics lessons highlighted/ discussed.

Evaluation: Summary: Literature review

No literature review was done.

Literature review done was literally copied from the source/ improper referencing provided.

Literature review was poorly done, disjointed sentences and improper referencing provided.

The literature review was adequately done using proper referencing and clear language.

Criteria
Graphic organisers Diagrams/ Photographs/Pi ctures, etc.

Weig ht

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No summary given. No illustrations provided.

1
Poor summary given. No graphic organiser used. No illustrations attached.

2
Brief summary of points in written and graphic form. Some examples of manipulatives illustrated.

3
Good summary of points in written and graphic form. Most of the examples of manipulatives clearly illustrated. Clear conclusion written.

4
Very good summary of points in written and graphic form. All examples of manipulatives fully illustrated. Very clear, coherent and apt conclusion written.

Max Marks

Conclusion: Brief conclusion on the role and impact of using manipulatives in the teachinglearning of elementary mathematics. Organisation: (Format/ Writing of report)

No conclusion provided.

No clear conclusion given; abrupt end to piece of writing.

Weak conclusion, poor wrapping-up.

No attempt at organising piece of work observed.

Disjointed piece of writing submitted. Unable to link suggestions to the points/examples highlighted.

Poor representation of ideas in report submitted. Haphazard/weak attempt to link some suggestions to the points/examples highlighted.

Clear and systematic representation of ideas noted in report. Able to link most suggestions to the points/examples highlighted.

Creative and interesting representation of ideas noted in report. Able to link all the suggestions to the points/examples highlighted.

TOTAL MARKS * Wajaran adalah berat sesuatu bahagian bergantung pada kepentingan maklumat yang diperlukan.

40

Lampiran II: CONTOH PANDUAN PELAJAR 1 Anda dinasihatkan: 1. Merujuk kepada modul dan sumber-sumber bercetak lain atau sumber dalam internet yang boleh dipercayai (contohnya sumber yang disediakan oleh orang atau organisasi yang mempunyai reputasi yang baik) diperlukan untuk memahami konsep sebelum pelajar dapat memberi contoh yang tepat dan sesuai. Buat pencarian di internet berkaitan Role and Impact of manipulatives in the teaching-learning of elementary mathematics untuk mendapatkan pelbagai maklumat berkaitan tugasan. Melakukan lawatan berkaitan tugasan. ke pust sumber/sekolah bagi mendapatkan maklumat

2.

3. 4.

Membincangkan dengan guru matematik sekolah anda atau sekolah lain bagi mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan pengalaman pembelajaran. Menggunakan gambar foto/lakaran untuk membantu anda menjelaskan hujah jawapan tugasan. Lampiran III: CONTOH PANDUAN TUTOR

5.

1. 2. 3. 4. 5. 6.

Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan penulisan. Mencadangkan Format yang sesuai bagi setiap sub tajuk. Memeriksa dan menanda tugasan pelajar dan seterusnya memberi markah dan memasukkan markah ke dalam OMES. Mencadangkan buku-buku rujukan untuk panduan pelajar. Sila cadangkan bukubuku rujukan mengikut bidang. Cadangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan. Cetak serta lampirkan artikel bersama tugasan. Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman web dengan betul. Guna gaya APA.

LAIN-LAIN PANDUAN MENGIKUT KEPERLUAN KURSUS DAN KREATIVITI SME References /Suggested Websites: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Bennett, A. B. Jr. and Nelson. L. T. (2004). Mathematics for elementary teachers: An activity approah. 6th ed. USA: McGraw-Hill. Cathcart, W.G., Pothier, Y.M., Vance,J.H. and Bezuk, N.S. (2000). Learning mathematics in elementary and middle schools. 3rd. ed. Kennedy, L.M., Tipps, S., and Johnson, A. (2004). Guiding childrens learning of mathematics. 10th ed. USA: Wadsworth. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary teachers. USA: Routledge. Ministry of Education (2003). Curriculum Specifications. Mathematics (Year 1 3). Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: John Wiley & Sons, Inc. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics. Raising the standards. USA: Wadsworth. Smith, S. S. (2008). Early childhood mathematics. 4th edition. USA: Pearson Allyn & Bacon. http://www.k12.wa.us http://www.iched.org/cms/scripts/page.php? site_id=iched&item_id=math_manipulatives