ASSIGNMENT SUBMISSION AND ASSESSMENT _______________________________________________________________________ _ HBMT3103 V2 TEACHING OF ELEMENTARY MATHEMATICS PART III SEPTEMBER 2013 _______________________________________________________________________ _ ARAHAN KEPADA PELA1AR / 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 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 MyV! untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan menggunakan sai" #on 12 Times New Roman dan langkau baris 1.$. % Download the language version of the assignmn! !m"la! concerned from the MyV! for preparation and su"mission of your assignment. #our assignment should "e typed using $% point Times New Roman font and $.& line spacing. &. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan. 'ilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. 1angan menyalin soalan dan arahan tugasan dalam jawapan anda. / #our assignment should "e "etween #$%% !o &%%% 'or(s )*l+(ing references. The num"er of words should "e shown at the end of your assignment. Do no! copy the assignment question and instructions to your answer. $. (nda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. (nda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / #ou must su"mit your assignment TO ,OUR -ACE.TO.-ACE TUTOR. #ou are advised to 'eep a copy of your su"mitted assignment for personal reference. 6. Tugasan anda hendaklah diserahkan antara 25hb - 27hb Oktober 2013 atau Tutorial 4. )erahan selepas 27hb Oktober 2013 atau Tutorial 4 TIDAK akan diterima. % #our assignment must "e su"mitted "etween #$h/ . #0h/ O*!o/r #%1& or T+!orial 1. (u"mission a2!r #0!h O*!o/r #%1& or T+!orial 1 will NOT "e accepted. *. Tugasan hendaklah disiapkan secara individu. (nda dilarang meniru tugasan orang lain. (nda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / #our assignment should "e prepared individually. #ou should not copy another person)s assignment. #ou should also not plagiarise another person)s wor' as your own. PENILAIAN / E3A4UATION Tugasan ini akan menyumbangkan 40 markah kepada kursus tersebut dan akan dinilai berdasarkan kepada Rubrik atau Skema 1awapan. % This assignment accounts for 1%5 of the mar's for the course mentioned and shall "e assessed "ased on !h R+/ri*s or Ans'r S*hm. (nda akan dimaklumkan tentang markah tugasan ini sebelum +eperiksaan (khir )emester bermula / #ou would "e informed of the assignment mar' "efore the *inal (emester !+amination commences. PLAGIARISME : POTONGAN MARKAH / 64AGIARISM 7 MAR8S DEDUCTION Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika plagiarisme dikesan, markah akan dipotong seperti berikut- % 9arning 7 The submitted assignment will automatically undergo a similarity chec'. ,f plagiarism is detected- mar's would "e 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 &0 daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan lebih daripada 50- Markah sifar akan diberikan. Assignments with 1% . &% 5 o:rla" with others. #%5 deduction from the total mar's scored. Assignments with 31 - 50 5 o:rla" with others. 1%5 deduction from the total mar's scored. Assignments with mor !han $%5 o:rla" with others7 ;ro mar< would "e given. SOA4AN TUGASAN =ASSIGNMENT >UESTION The teaching/learning o# rational numbers 0e.g. 12ractions3 and 14ecimals35 at primary level should be built on pupils3 previous knowledge o# whole/number concepts and skills plus their e6periences with #ractional numbers in everyday li#e. 7t cannot be denied that many pupils #ace di##iculties in the learning o# 12ractions3 and 14ecimals3 and o#ten develop misconceptions. )tudy the 8ear 2our Malaysian 9urriculum )peci#ications #or +rimary Mathematics and identi#y what 8ear 2our pupils need to learn about 12ractions3 and 14ecimals3. 9reate a concept map to summarise major mathematical concepts and skills as well as relationships pertaining to these two topics. )tate and describe T:; common di##iculties each encountered in the learning o# 12ractions3 and 14ecimals3 by 8ear 2our pupils. ist and clari#y T:; possible misconceptions each arising #rom the learning o# these two topics. )uggest ways to help children overcome the di##iculties and misconceptions highlighted using suitable teaching/learning activities and resources. )earch #or relevant supporting literature #rom various sources. +resent your points in the #orm o# a written report using a suitable #ormat. 0Note: )ubmit relevant supporting documents including literature review, <e#erences in (+( 2ormat, graphic organisers such as concept maps, etc. as (ppendices in your report.5 Total: 40 marks] ============================================================================ MUKA SURAT TAMAT / END OF PAGE Assignment Guidelines (Content and Scoring) Criteria Weight Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards Max Marks 0 1 2 3 4 Introduction: 'rie# introduction to task- )cenario o# the teaching/learning o# rational numbers- 2ractions and 4ecimals at primary level- 4e#inition% e6planation o# pre/ re>uisite knowledge, di##iculties and misconceptions. 1 ?o introduction given. +oor introduction on scenario o# task given- Vague de#inition% e6planation o# di##iculties and misconceptions pertaining to the teaching/learning o# rational numbers e.g. 2ractions and 4ecimals. )uper#icial introduction on scenario o# task given- )uper#icial de#inition%e6planation o# di##iculties and misconceptions pertaining to the teaching/learning o# rational numbers e.g. 2ractions and 4ecimals. 9lear introduction on scenario o# task given- 9lear de#inition% e6planation o# pre/ re>uisite knowledge, di##iculties and misconceptions pertaining to the teaching/learning o# rational numbers e.g. 2ractions and 4ecimals. Very clear introduction on scenario o# task given- Very clear de#inition%e6planation o# pre/re>uisite knowledge, di##iculties and misconceptions pertaining to the teaching/learning o# rational numbers e.g. 2ractions and 4ecimals. & Content (i): )ummary o# major mathematical concepts, skills and relationships pertaining to the learning o# 2ractions and 4ecimals identi#ied@ )uitability and clarity o# concept map created to represent the scope 2 There is no summary o# major mathematical concepts, skills and relationships pertaining to the learning o# 2ractions and 4ecimals identi#ied@ ?o concept map provided. 'rie# %poor summary o# major mathematical concepts, skills and relationships pertaining to the learning o# 2ractions and 4ecimals identi#ied #or 8ear 2our pupils@ Aapha"ard concept map provided. )uper#icial summary o# major mathematical concepts, skills and relationships pertaining to the learning o# 2ractions and 4ecimals identi#ied #or 8ear 2our pupils@ )ketchy concept map provided. 9lear summary o# major mathematical concepts, skills and relationships pertaining to the learning o# 2ractions and 4ecimals identi#ied #or 8ear 2our pupils@ )uitable and clear concept map provided. Very clear and detailed summary o# major mathematical concepts, skills and relationships pertaining to the learning o# 2ractions and 4ecimals identi#ied #or 8ear 2our pupils@ )uitable and very clear concept map provided. B Criteria Weight Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards Max Marks 0 1 2 3 4 identi#ied pertaining to the two topics mentioned. Content (ii): 4escription% elaboration o# T:; common di##iculties stated pertaining to the learning o# - 2ractions 4ecimals@ 4escription% clari#ication o# T:; possible misconceptions arising #rom the learning o#- 2ractions 4ecimals. 2 ?o di##iculties stated or misconceptions listed. +oor and unclear description o# common di##iculties stated and misconceptions listed pertaining to the learning o# 2ractions and 4ecimals. 'rie# but clear description o# common di##iculties stated and misconceptions listed pertaining to the learning o# 2ractions and 4ecimals. 9lear elaboration and clari#ication o# common di##iculties stated and misconceptions listed pertaining to the learning o# 2ractions and 4ecimals. Very clear elaboration and clari#ication o# common di##iculties stated and misconceptions listed pertaining to the learning o# 2ractions and 4ecimals. B Content (iii): 4iscussion- )uggestions on how to overcome di##iculties and misconceptions pertaining to 2ractions and 4ecimals highlighted@ )uitability o# 2 ?o suggestions on ways to overcome di##iculties and misconceptions pertaining to 2ractions and 4ecimals given@ ?o suitable activities and )uggestions lacked #ocus and were not related to the di##iculties and misconceptions highlighted@ 4iscussion o# the activities given did not show how to overcome di##iculties and misconceptions )uggestions on ways to overcome di##iculties and misconceptions highlighted were discussed brie#ly@ ;nly some o# the activities and resources given were suitable. 4iscussion o# some o# the activities given brie#ly touched on how )uggestions on ways to overcome di##iculties and misconceptions highlighted were clearly discussed@ Most o# the activities and resources given were suitable. 9lear elaboration and discussion o# the )uggestions on ways to overcome di##iculties and misconceptions highlighted were very clearly discussed@ (ll the activities and resources given were suitable. Very clear elaboration and discussion o# B Criteria Weight Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards Max Marks 0 1 2 3 4 teaching/learning activities and resources selected. resources given. mentioned. to overcome di##iculties and misconceptions highlighted. activities given covered ways to overcome di##iculties and misconceptions highlighted. relevant activities given covered thoroughly ways to overcome di##iculties and misconceptions highlighted. Evaluation: )ummary- iterature review Craphic organisers- concept maps, etc. 7llustrations- 4iagrams% +hotographs%+i ctures, etc. 1 ?o literature review was done. ?o summary given. ?o illustrations provided. iterature review done was literally copied #rom the source% improper re#erencing provided. +oor summary given. ?o graphic organiser % concept map used. ?o illustrations attached. iterature review was poorly done, disjointed sentences and improper re#erencing provided. 'rie# summary o# points in written and graphic #orm. )ome e6amples o# activities and resources illustrated. The literature review was ade>uately done using proper re#erencing and clear language. Cood summary o# points in written and graphic #orm. Most o# the e6amples o# activities and resources clearly illustrated. The literature review was well done, smooth #low o# language and accurate re#erencing was used. Very good summary o# points in written and graphic #orm. (ll e6amples o# activities and resources were clearly illustrated. & Conclusion: 'rie# conclusion on related issues pertaining to the teaching/learning o# rational numbers e.g. 2ractions and 4ecimals at primary level. 1 ?o conclusion provided. ?o clear conclusion given@ abrupt end to piece o# writing. :eak conclusion, poor wrapping/up. 9lear conclusion written. Very clear, coherent and apt conclusion written. & Criteria Weight Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards Max Marks 0 1 2 3 4 Organisation: 02ormat% :riting o# report5 1 ?o attempt at organising piece o# work observed. 4isjointed piece o# writing submitted. Dnable to link suggestions to the points%e6amples highlighted. +oor representation o# ideas in report submitted. Aapha"ard%weak attempt to link some suggestions to the points%e6amples highlighted. 9lear and systematic representation o# ideas noted in report. (ble to link most suggestions to the points%e6amples highlighted. 9reative and interesting representation o# ideas noted in report. (ble to link all the suggestions to the points%e6amples highlighted. & TOTAL MARKS &E Lampiran II: CONTOH PANDUAN PELA1AR 1 (nda dinasihatkan- 1. Merujuk kepada modul dan sumber/sumber bercetak lain atau sumber dalam internet yang boleh dipercayai 0contohnya sumber yang disediakan oleh orang atau organisasi yang mempunyai reputasi yang baik5 diperlukan untuk memahami konsep sebelum pelajar dapat memberi contoh yang tepat dan sesuai. 2. 'uat pencarian di internet berkaitan /Difficulties and misconceptions in the teaching0 learning of *ractions and Decimals) untuk mendapatkan pelbagai maklumat berkaitan tugasan. 3. Melakukan lawatan ke pusat sumber%sekolah bagi mendapatkan maklumat berkaitan tugasan. &. Membincangkan dengan guru matematik sekolah anda atau sekolah lain bagi mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan pengalaman pembelajaran. $. Menggunakan gambar #oto%lakaran untuk membantu anda menjelaskan hujah jawapan tugasan. Lampiran III: CONTOH PANDUAN TUTOR 1. Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan penulisan. 2. Mencadangkan 2ormat yang sesuai bagi setiap sub tajuk. 3. Mencadangkan buku/buku rujukan untuk panduan pelajar. Sila cadangkan buku-buku rujukan mengikut bidang. &. 9adangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan. 9etak serta lampirkan artikel bersama tugasan. $. Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman web dengan betul. Cuna gaya (+(. 8 References /Suggested Websites: 1. Cathcart, W.G., Pothier, Y.M., Vance,1.H. and Bezuk, N.S. (2000). Learning mathematics in elementary and middle schools. 3rd. ed. 2. Hansen, A. (2005). Children`s errors in mathematics. Understanding common misconceptions in primary schools. Exeter: Learning Matters Ltd. 3. Kennedy, L.M., Tipps, S., and 1ohnson, A. (2004). Guiding children`s learning of mathematics. 10th ed. USA: Wadsworth. 4. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary teachers. USA: Routledge. 5. Ministry of Education (2003). Curriculum Specifications. Mathematics Year 4. Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia. 6. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: 1ohn Wiley & Sons, Inc. 7. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics. Raising the standards. USA: Wadsworth. 8. http://numeracyaction.wikispaces.com/Misconceptions 9. http://www.ehow.com/info_8258752_ideas-teaching-decimals-fractions. html 10. http://mathlanding.org/content/teaching-fractions 11. http://www.ehow.com/info_8050862_strategies-kids-math-misconceptions. html 9