Beruflich Dokumente
Kultur Dokumente
HBMT1103
Introduction to Mathematics
Education
Summary 153
Key Terms 153
Self-Test 154
Answers 217
References 240
INTRODUCTION
HBMT1103 Introduction to Mathematics Education is one of the courses offered
by Faculty of Education and Languages at Open University Malaysia (OUM).
This course is worth 3 credit hours and should be covered over 8 to 15 weeks.
COURSE AUDIENCE
This is a core course which is compulsory for all learners registered for Bachelor
of Teaching (Mathematics Education) with Honours. Before you begin the course,
please read through the course content, the requirements and how the course is
conducted. You have to read the course guide carefully from the beginning to the
end.
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for every
credit hour. As such, for a three-credit hour course, you are expected to spend
120 study hours. Table 1 gives an estimation of how the 120 study hours could be
accumulated.
COURSE OUTCOMES
By the end of this course, you should be able to:
1. Explain the development of the mathematics curriculum in Malaysia;
2. Use computational tools to gain knowledge in mathematics classroom;
3. Plan and implement teaching and learning activities using appropriate
types of methods and approaches in teaching;
4. State the importance of lesson planning and the main components of a
lesson plan;
5. Prepare a yearly plan and daily lesson plan for teaching mathematics;
6. Differentiate the various problem-solving strategies used in solving
problems;
7. Integrate various resources such as interactive multimedia, the Internet,
calculator, graphic calculator and GeometerÊs Sketchpad to enhance
teaching and learning process in the classrooms;
8. Plan suitable activities for remedial and enrichment programme; and
9. Implement action research in the classroom.
COURSE SYNOPSIS
The aim of teaching mathematics is to build up the mathematical power among
students. They are encouraged to think mathematically. The exposure to the
wonders of mathematics will make the students appreciate its beauty and utility.
Teaching mathematics is a complex endeavour and there is no one effective
method that can be prescribed for all students at any one time.
Topic 1 will introduce the meaning and roles of mathematics, and the importance
of mathematics in our daily life including in science and technology. It also
describes the development of the mathematics curriculum in Malaysia and the
influence of other countriesÊ curriculums on the Malaysian mathematics
education curriculum.
Topic 5 will help you to understand the meaning and types of problem solving in
mathematics. It will also discuss problem-solving models and general methods
used in problem solving.
Topic 6 will describe the main component of a scheme of work, i.e. yearly or
semester plan, weekly plan, and daily lesson plan. It will also guide you to
prepare a good scheme work so as to carry out teaching accordingly and
effectively in the classroom.
Topic 7 will describe the theory and practice of ICT, innovative and creative use
of ICT, implications of the Internet and electronic resources in primary
mathematics education.
Topic 9 will help you to understand the concept and objectives of remedial and
enrichment programmes in mathematics. By following this module step by step,
you will be guided to conduct remedial and enrichment activities in
mathematics.
Topic 10 will provide you with some important pointers that will help you to
understand the concept, definition, characteristics, and principle of action
research in mathematics. Models of action research are also shared in this topic so
as to help you in preparing an action research in the process of teaching and
learning of mathematics.
Learning Outcomes: This section refers to what you should achieve after you
have completely covered a topic. As you go through each topic, you should
frequently refer to these learning outcomes. By doing this, you can continuously
gauge your understanding of the topic.
understood the sub-section(s). Most of the time, the answers to the questions can
be found directly from the module itself.
Summary: You will find this component at the end of each topic. This component
helps you to recap the whole topic. By going through the summary, you should
be able to gauge your knowledge retention level. Should you find points in the
summary that you do not fully understand, it would be a good idea for you to
revisit the details in the module.
Key Terms: This component can be found at the end of each topic. You should go
through this component to remind yourself of important terms or jargon used
throughout the module. Should you find terms here that you are not able to
explain, you should look for the terms in the module.
PRIOR KNOWLEDGE
No prior knowledge required.
ASSESSMENT METHOD
Please refer myINSPIRE.
REFERENCES
Baroody, A. J. (1998). Fostering childrenÊs mathematical power: An investigative
approach to k-8 mathematics instruction. Mahwah, N.J: Erlbaum Associates.
Booker, G., Bond, D. L., & Swan, P. (2004). Teaching primary mathematics (3rd
ed.). Sydney, Australia: Pearson Education Australia.
Bottle, G. (2005). Teaching mathematics in the primary school. London:
Continuum.
Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2006). Learning
mathematics in elementary and middle school: A learner centered approach.
(4th ed.). New Jersey: Pearson Education.
Fraenkel, J. R., & Wallen, N. E. (2010). How to design and evaluate research in
education (7th ed.). New York, NY: McGraw-Hill.
Haylock, D. (2006). Mathematics explained for primary teachers. London: Sage.
Musser, G. L., Burger, W. F., & Peterson, B. E. (2006). Mathematics for elementary
teachers: A contemporary approach (7th ed.). New Jersey: John Wiley and
Sons.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N.
(2001). Helping children learn mathematics. New Jersey: John Wiley & Sons.
Troutman, A. P., & Lichtenberg, B. K. (2003). Mathematics. A good beginning.
Belmont, CA: Thomson Learning Inc.
INTRODUCTION
The word „mathematics‰ comes from the Greek „máthēma‰, which means
science, knowledge or learning, and „mathēmatikós‰, which means fond of
learning. Since Gauss called mathematics „the queen of the sciences‰,
mathematics knowledge has advanced to more complex levels and the meaning
of mathematics has been defined in various ways.
In the first part of this topic, you will study the different meanings of
mathematics, as well as the role and importance of mathematics in our lives. The
latter part will provide you with the development of the mathematics curriculum
in primary and secondary schools in Malaysia. You will see how our
mathematics curriculum has advanced to its present sophisticated level.
Copyright © Open University Malaysia (OUM)
2 TOPIC 1 TEACHER AND MATHEMATICS EDUCATION
Many people have tried to address this question, but each of them tends to form
different answers. Most of them often equate mathematics with arithmetic, which
is related to numbers; that is, how to add, subtract, multiply and divide with
regard to whole numbers, fractions, decimals and percentages. It is logical since
mathematics began from the counting of numbers. Ancient people recorded their
properties using pieces of wood, tree trunks or shells, and drew on cave walls
using symbols. During ancient times, about 5,000 years ago, people began using
symbols to represent numbers for counting purposes.
Since the early human civilisations, along with the development of numbers,
mathematics has been further developed by mathematicians and philosophers.
At that time, they began observing patterns and appearances of things
surrounding them, especially geometry, and many phenomena on earth and the
universe.
ACTIVITY 1.1
What is mathematics?
SELF-CHECK 1.1
1. Make a short note based on what you have read in Appendix 1.1.
One of the reasons for students to attend schooling is to learn how to solve
problems. As illustrated above, problem solving is one of the main topics in our
current mathematics curriculum. This is to enable students to solve mathematical
problems. It is referred as an organised process to achieve the goal of a problem.
According to PolyaÊs model of problem solving, there are four main steps in
solving a problem.
Generally, people who learn mathematics and are trained to solve their problems
using the above steps will be able to explore, think through an issue, and reason
logically to solve both common and uncommon problems.
ACTIVITY 1.2
For more information, refer to Appendix 1.2 at the end of this topic.
from the basics and be taught in sequences. Moreover, the teaching guide
outlined the suggested activities that could be used for teaching the
appropriate skills. The activities started with the introduction of the skills
and were followed by activities that were real and concrete. Concrete
experiences were emphasised and gradually expanded as the students
progressed to a higher level.
All the skills were arranged in sequence and should be taught from simple
to complex level of dificulty.
The screenings were held in March, June and September each year in order
to achieve the above targets.
Table 1.2: Differences between the LINUS Programme and Previous Effort
(h) KSSR
Kurikulum Standard Sekolah Rendah (KSSR) was implemented in 2011. It
was designed to ensure that the curriculum is holistic and stay relevant in
producing a well balanced human capital who can overcome current and
future challenges. KSSR was developed based on the National Education
Philosophy and KBSR principles such as integrated approach, holistic
individual development, lifelong learning and equal opportunity and
quality education for all students.
The KSSR curriculum comprises core and elective subjects, which include
value add elements such as creativity and innovation, entrepreneurship,
and the ICT.
SELF-CHECK 1.2
(a) KLSM
Kurikulum Lama Sekolah Menengah (KLSM) known as Modern
Mathematics was implemented as a pilot project in 26 selected schools in
Peninsular Malaysia in 1970. In 1969, the Mathematics Curriculum
Committee decided to use the School Mathematics Project (SMP) syllabus.
However, the textbooks from the SMP were modified and published with
the title „Mathematics for Schools in Malaysia‰. The difference between this
and the previous syllabus was not merely the content, but more on the
teaching strategies. Many new teaching strategies such as inquiry discovery
methods, student-centred and material-centred strategies were emphasised.
Schools. Since 1971, all syllabuses from Form 1 to Form 5 were combined
and known as the syllabus for Modern Mathematics Form 1 to Form 5.
At the same time, the syllabus of KBSM Additional Mathematics was also
revised by the curriculum committee.
(d) KSSM
Kurikulum Standard Sekolah Menengah (KSSM) will be implemented in
2014. There will be a transformation of curriculum for all current secondary
school subjects. The focus of the transformation, among others, will be:
(i) The shift of the evaluation process from examination based to holistic
education;
(ii) The development of human capital; and
(iii) All educators should understand clearly the transformation and
ensure that the implementation is done accordingly.
Some of the changes in the evaluation process are the abolishment of the
Penilaian Menengah Rendah (PMR) and that the Sijil Pelajaran Malaysia
(SPM) will be based on school assessment and central examination.
SELF-CHECK 1.3
ACTIVITY 1.3
Figure 1.2 illustrates the smart school as one of the flagships of the Multimedia
Super Corridor.
Figure 1.2: The Smart School is one of the Seven Flagship Applications in the Multimedia
Super Corridor (MSC)
The main objective of the smart school is to incorporate the latest technology in
teaching and learning activities. In order to ensure that the programme is
successfully implemented, selected teachers have been trained on the pedagogy.
Teaching and learning materials are developed in the form of multimedia
materials and computers are used extensively.
SELF-CHECK 1.4
The latest changes in the teaching and learning of mathematics are the
implementation of LINUS, KSSR and KSSM.
APPENDIX 1.1
Mathematics as a Language
Mathematics as a language is something we seldom teach explicitly. Students
pick it up without even thinking about it much. But this seems to be the
really important aspect of mathematics. When lack of mathematical
education stands in someone's way, whether they want to learn more
physics, or electronics, or economics, or basic statistics, it is almost never the
ability to do calculations that is the stumbling block. When someone picks up
a book on, say, thermodynamics, and realises that they do not know enough
mathematics to read it, it is not because reading the book involves doing a lot
of calculations. What one needs are the fundamental concepts and the ability
to follow mathematical reasoning. Now, it is important to realise here that
the ability to follow mathematical reasoning is not all that far removed from
the ability to calculate. Simply knowing what all the symbols in an equation
mean for some reason just is not enough to understand a book with lots of
equations in it, just as simply knowing the vocabulary of a foreign language
is not enough to be able to read books in that language. To some extent, one
has to be able to follow the derivations given in a mathematically oriented
book in order to be able to understand what is being said.
Mathematics as a Science
It is a very difficult idea for most students to understand that mathematics does
not consist simply of techniques, but that there is a subject matter to
mathematics, just as much as there is to physics or astronomy. Mathematicians
are not people who devote their lives to doing calculations. Mathematicians are,
in fact, people who devote their lives not to solving equations, but to trying to
find the answers to unanswered questions. These questions are just as legitimate
as the ones that physicists or biologists do research on.
Mathematics as a Way of Thinking
The process of learning mathematics necessarily involves learning certain ways of
thinking, and most people find it plausible that learning the kind of thinking one
does in mathematics has value outside the realm of mathematics. In any case, this
kind of thinking is certainly indispensable in order to be able to use mathematics
as a useful tool, and is closely related to the types of thinking involved in the other
physical sciences. Seeing connections is a big part of mathematical problem
solving and theorem proving. When you are trying to solve a problem or prove a
theorem, it is as if you see every formula, fact, or whatever, surrounded by lots of
links to other facts. One thing that is certainly important in mathematical thinking
is the ability to look beyond content and see the underlying logical structure, and
to realise when two situations which seem, on the basis of their surface content,
very dissimilar, are actually identical when one looks at the logical structure.
Source:
Lee Lady. (1996). What is mathematics? Retrieved from
http://www/math.hawai.edu/~lee/ education/whatÊs.html
APPENDIX 1.2
Mathematics as communication
The curriculum clearly states that one of the objectives in learning
mathematics is to acquire the ability to communicate ideas through the use
of mathematical symbols or ideas. An essential part of the curriculum is to
help students attain the ability to comprehend mathematical statements
encountered, such as in the mass media. For example, students are expected
to be able to interpret the statistics used in various reports they encounter in
the mass media. In mathematics lessons, students are encouraged to work in
groups on certain projects or problems.
Mathematics as reasoning
The main goal clearly states that the students need to develop the ability to
think logically, systematically, creatively and critically. Although this is not
clearly stated in the syllabus, teacher guide book and further elaboration on
the syllabus specially encourage teachers to use approaches that can simulate
mathematical thinking or reasoning. The use of statistics to critically examine
information as part of the lesson, for example, can be said to be in
correspondence with the aim of promoting the above thinking abilities.
Mathematical connections
There is a strong emphasis in making connections within mathematics itself
and across other subjects. In fact, the title of the curriculum suggests that
making mathematical connections within itself or across other areas of study
is strongly suggested. Making the connections between mathematics studied
in class and material from everyday life or the environment is explicitly
stated in the documents accompanying the syllabus. Through the
introduction of certain facts concerning the historical development in
mathematics, it is hoped that students will be able to see that mathematics
has its origin in many cultures and is developed as a response to human
needs that are both utilitarian and aesthetic.
Concluding remarks
The total framework of the intended curriculum places a heavy emphasis on
problem solving, communications, reasoning and connections in mathematics.
Other than these, another important feature that is being emphasised is to
present mathematics as enjoyable, and yet challenging studentsÊ their
intellectual development. The relationship of mathematics to the real world is
the basic theme used in all the topics of the syllabus. The curriculum is also
responsive to the development of the information age. This is clearly seen in
the „smart schools‰ programme currently planned and implemented. It is
often argued that the mathematics curriculum should not only provide
students with the relevant knowledge to function well in society, but also
prepare them for further study at the higher education level. The present
mathematics curriculum provides a broad-based mathematical knowledge,
essential for students of higher learning in non-mathematically related areas of
study. The secondary school curriculum provides the Additional Mathematics
course for students who intend to embark on studies related to scientific and
technological areas. The content of this curriculum is said to be sufficient for
further studies in mathematics related areas. Studies to look into the adequacy
of this curriculum in providing students with the necessary mathematical skills
and understanding for advanced scientific and technological studies have yet
to be conducted.
Source:
Noor Azlan Ahmad Zanzali. (n.d.). Designing the mathematics curriculum in
Malaysia: Making mathematics more meaningful. Retrieved from
http://math.unipa.it/~ grim/Jzanzali.PDF
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the types of knowledge in mathematics;
2. Use computational tools to gain knowledge in the mathematics
classroom;
3. Differentiate between mental computation and written computation;
and
4. Use mind and manipulative tools such as abacuses, calculators,
base-10 blocks and Cuisenaire rods.
INTRODUCTION
Students build new knowledge through engagements with mathematical
situations. Mathematics has several types of knowledge, such as concepts
algorithms. Computational skill is critical for learners to be successful in learning
mathematics. Students need to be efficient and accurate in performing basic
computation with whole numbers. Furthermore, students must learn to use an
algorithm for computation with multi-digit numbers as it is an important part of
developing mathematical proficiency. Computational tools have always been
used by students, including mental computation, estimation, written
computation, abacuses, calculators, base-10 blocks and Cuisenaire rods.
ACTIVITY 2.1
2.1.1 Concepts
Let us look at three mathematical concepts .
The teacherÊs role shifts from being a source of new knowledge to one who
structures learning situations, effectively guides and assesses students, and
works alongside students as they learn. On the other hand, students build
new knowledge through engagements with mathematical situations.
Teachers and students work hand in hand; teachers observe, guide,
question and assess while students actively participate in the learning
activities.
When students construct their knowledge, they have the opportunity for
social interaction with others as part of the problem solving activity.
Throughout these activities, the focus is on students to sharpen their
problem-solving abilities as well as their abilities to reason, communicate
and connect ideas, and shift among representations of mathematical
concepts and ideas.
(b) Algorithms
Algorithms provide quick and efficient means for solving problems. In
general, an algorithm is a strategy for calculating a particular value.
Algorithms also describe processes for generating objects, like a fractal. The
fractal is the result of continually repeating a recursively defined algorithm.
they can use it in new situations. This is when they are actually developing
algorithms which help them to own the process of problem solving.
Problem solving is the key process in doing mathematics. Reasoning and proof
represent another way we do and make sense of mathematics. Being able to
effectively communicate about mathematics such as sharing ideas, listening
carefully and comprehending information is essential to learning mathematics.
When we think about doing mathematics, among the first things that come to our
mind is a person working to solve a problem and find an answer to a particular
question. Indeed, problem solving is the main activity of doing mathematics.
There are many types of mathematical problems and the strategies used to solve
them depend on the personÊs problem solving skills. Mathematical instructional
programmes enable students to build new mathematical knowledge through
problem solving.
Guided mini lessons will give the opportunities for students to work mentally on
various calculations or problems. Students may be writing some numbers to keep
track, but the goal is to have them work with numbers in a flexible way, using
mental mathematics. As students develop their ability to use mental mathematics
calculations, they often use the big ideas in mathematics.
Example 1
12 13 = (6 13) + (6 13)
All 12 groups of 13 are accounted for and the sum of the products of the parts is
the same.
(Students work through problems to construct the big idea that numbers can be
broken up into parts and multiplied, and the products of the parts can then be
added together to get the total product that is the distributive property.)
Teachers can encourage students to explore the essential structures of
mathematics in this way by working with related strings of calculations in mini
lessons.
Students will use their mental mathematics skills to estimate and check the
reason for their answers.
ACTIVITY 2.2
328
(iv) Division Strategies for
4
Halve (related to double)
328
is the same as having 328, then halving that and halving
4
again
Divide the parts
328 320 8
is the same as
4 4 4
2.2.2 Estimation
Estimation has long been thought to be the appropriate subject matter for
primary school students. Estimation helps students in familiar computations, in
gaining insights into numbers and operations and attaining better problem-
solving skills (Trafton, 1978). Facility with estimation demonstrates facility in
computation, but it also indicates a studentÊs ability to think quantitatively and
reason numerically.
Estimating has always been part of mathematics since ancient times. Archimedes
22
estimated the value of as . In his development of calculus, Newton used
7
successive estimates to approximate the area under a curve. In modern times,
estimation plays a key role in our statistics driven society, where statisticians use
small samples to estimate the responses of larger populations. All of us use
estimation on a daily basis, whether or not we realise it. For example, when we
want to decide whether we have enough money to buy one or two burgers, or
when we do shopping without a calculator in hand.
ACTIVITY 2.3
Example 2
There are two objects in each picture. One is much taller than the other. Estimate
the missing length in the picture.
Example 3
3 15
We can decide where by checking the following
8 28
3 4 3 1
, that is
8 8 8 2
15 15 15 1
, that is
28 30 28 2
3 15
Therefore
8 28
To estimate the difference shown, round each number to the nearest hundred
and then subtract:
4725
2879
1846
ACTIVITY 2.4
Sometimes, it will yield correct answers. Given below are the written responses
for subtraction questions from different students. Try to analyse the procedures
used in order to develop an understanding of the common error patterns of the
students.
73 812 605
47 217 78
34 661 673
(i) Arshad get the correct answer for any suggestion? Diagnose and explain
the error in ArshadÊs method, then try to answer these questions in the way
that Arshad probably would:
82 318
46 173
(iii) Responses:
None of ArshadÊs responses were correct.
Arshad subtracts the ones, the tens, the hundreds, etc one at a time, but
he always subtracts the smaller digit from the larger one even when the
smaller digit belongs to the upper number (minuend).
ArshadÂs method gives the correct answers to questions which do not
require decomposition or „borrowing‰.
With this error pattern, Arshad would have answered the questions as
follows:
82 318
46 173
44 265
(iv) A teacher can reinforce the concept of place value using teaching aids like
blocks and an abacus or using money as a concrete example. Help Arshad
to see subtraction also as „take away‰ and not only as a difference.
2.2.4 Calculator
Calculators are common electronic devices. Hembree and DessartÊs seminal
meta-analysis of calculator use and its effect on studentsÊ learning (Hembree &
Dessart, 1986) led to widespread use of calculators for computation and problem
solving at most grade levels. Consequently, they found that calculator use in the
mathematics classroom had a positive effect on studentsÊ attitudes towards
mathematics, and their problem solving and computation skills.
We all rely on our calculators for difficult and simple calculations. But, when
should we encourage and discourage calculator use in mathematics class?
Appropriate uses can be encouraged as students learn to use calculators. Doing
multidigit multiplication with manipulatives or with the standard algorithm
helps students understand how our base 10 system works. Once students have a
firm grasp of the base 10 system, they can check the reasonableness of calculator
answers. Calculators provide quick results, but only users can determine the
validity of the results. Validity is never automatic because a calculatorÊs answer is
only as good as a userÊs input. Hence, estimation skills for checking for calculator
answers will always be important.
Parents quickly realise that calculators can involve much more than just pushing
buttons to get answers.
ACTIVITY 2.5
Students should learn the standard algorithms for the four operations of
addition, subtraction, multiplication and division.
Students should develop strategies for calculating mentally and then acquire
and understand, but not necessarily standard, written computation methods.
Algorithm Mathematics
Distributive property Mental mathematics
Estimation
1 5
2. Estimate the answer for 5 4 using the technique of „relative size of
6 8
rational numbers‰. Describe the process.
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the concepts of methods and techniques of teaching;
2. Determine appropriate methods and techniques of teaching
mathematics; and
3. Plan teaching and learning activities using certain types of methods
of teaching.
INTRODUCTION
The method of teaching is the organisation and application of teaching
techniques, teaching aids and other supplementary materials. It includes a series
of actions or steps taken by a teacher to achieve certain teaching and learning
objectives. There are various types of teaching methods which have been
designed by educational experts, such as cooperative and collaborative learning,
inquiry discovery method, inductive and deductive methods, questioning
method, demonstration, practical work and so on. Some of them can be modified
and used as teaching methods in mathematics.
The key is the strategies used in the classrooms that will create an environment to
engage students to work together successfully in a team with a positive self-
esteem, social relations, attitudes, and race relations. As a result, the students will
highly likely get a higher academic achievement. In short, collaborative learning
is based upon consensus building through cooperation by group members.
Why cooperative learning? Several studies showed that the use of cooperative
learning has a positive impact on studentsÊ learning process. Students prefer
strategies that promote active learning rather than traditional learning. The
theoretical basis for the cooperative learning is society requires its members to
exhibit cooperative behaviours. In the context of teaching and learning process,
cooperative learning is aimed to fill this social need especially between the
teachers and their students. The goal of using cooperative learning in the
classroom is to provide an environment in which students are given the
opportunities to express their own ideas, listen to others explain their thoughts,
and explore various strategies in solving problems (Hoffman, 2002).
SELF-CHECK 3.1
Table 3.2: Comparison between Cooperative Learning Class Instruction and Traditional
Whole Class Instruction
ACTIVITY 3.1
Make some comparisons between Cooperative Learning Class
Instruction and Traditional Whole Class Instruction according to the
cues given in Table 3.1. Write out your answers in the appropriate
columns.
(a) Think-Pair-Share
Step 1: Students think silently about a question posed by the teacher.
Step 2: Students pair up and exchange thoughts.
Step 3: The pairs share their responses with other pairs, or other groups.
(h) Jigsaw
Step 1: Different groups of students learn various concepts.
Step 2: Groups are reassembled so that each new member is an expert of
each concept.
ACTIVITY 3.2
Choose a skill in teaching a 3-D shape. Plan a group activity that uses
any type of cooperative learning classroom activities as illustrated in
section 3.1.5.
Furthermore, teachers may feel excited when their students have the freedom to
generate their own ideas and make their own decisions in group activities. They
may be surprised at how well their students perform in collaborative group
settings. Slowly, teachers may begin to feel that teaching and classroom
management become easier.
is also a tendency for some students not to contribute to group activities and will
not give their cooperation or play their parts within the group.
Questioning is one of the useful and effective methods that can be used in
teaching mathematics. This method is often used in almost all stages of teaching,
i.e. from the beginning until the end of a lesson.
(a) Knowledge
(i) How many sides does a rectangle have?
(ii) What is the formula of the area of a triangle?
(b) Understanding
(i) What is the perimeter of the rectangle? Use the formula: p = 2 (l + w).
(c) Application
(i) What is the length of AD, given the area of the triangle ABC is
16 cm2?
(ii) The price of a T-shirt after 40% discount is RM 32.00. What is the
normal price of the T-shirt?
(d) Analysis
(e) Synthesis
(i)
Perimeter is the distance around the outside edge of a figure. Find the
formula of perimeter.
(ii)
MON
TUE
WED
Represents 30 eggs
The pictograph shows the amount of eggs sold in three days. If the
total price is RM 39.60, find the price of an egg.
(f) Evaluation
1
(i) Prove that the formula of the area of a triangle (Area = b h ) can
2
be used for any type of triangles.
(ii) What happens to the area of a square if the length increases two
times?
ACTIVITY 3.3
The teacher may use questions that fall under knowledge, understanding
and application levels for low ability students. On the other hand, for the
high ability students, the teacher may want to ask questions that fall under
analysis, synthesis and evaluation levels. In addition, close-ended questions
are suitable for low ability students, while open-ended questions are more
suitable for high ability students.
Attachment 1
Findings include:
(c) Expository
The final answer or rule is presented to the students.
Similar to inquiry and discovery methods, the inquiry discovery model covers
activities such as planning, investigating, analysing and discovering. Learning by
means of this method needs skills, such as making comparison and looking for
similar characteristics to formulate a certain generalisation (Mok, 2003). Mok
(2003) summarises the learning process by using the inquiry discovery method
as shown in Figure 3.3.
ACTIVITY 3.4
Number of box = 2
Total number of marbles = 10
total number of marbles
Average =
number of groups
= 10 /2
=5
ACTIVITY 3.5
The following examples illustrate the teaching and learning process using the
induction method.
Example 1
(Commutative Law for Addition)
Example 2
(Associative Law for Addition)
In the traditional method, teachers write the mathematical laws on the white
board, give some examples and do the calculation with their students. After
several exercises, they hope that their students have successfully mastered the
skill in applying the mathematical laws.
ACTIVITY 3.6
Figure 3.5: Teaching and learning processes using the deduction method
The following example illustrates the teaching and learning process using the
deduction method.
Example 3
(Formula of Area of Trapezium)
Derive the formula of the area of a trapezium from the concept or formula of the
area of a rectangle:
1 1
Area of trapezium = 1 w h(a b) (a b)h
2 2
There are various teaching methods, other than the four methods described
in this topic.
3. Plan a group activity on how to derive the formula of the rectangle area
using the inquiry discovery method and other suitable techniques of
teaching.
INTRODUCTION
This topic will focus on approaches in teaching and learning mathematics,
namely, the constructivist approach, contextual approach, contextual learning
strategy, problem-based learning and mastery learning. The constructivist view
focuses on the importance of students building their own scheme of knowledge
by integrating new knowledge into existing internal structures. You will be
exposed to the characteristics of a constructivist classroom that differs vastly
from the traditional approach. Some strategies for implementing a constructivist
lesson will also be discussed. On the other hand, contextual approach, contextual
learning strategy, problem-based learning and mastery learning will promote
learning in a meaningful way. A well-blended lesson would provide maximum
Copyright © Open University Malaysia (OUM)
TOPIC 4 TEACHING APPROACHES IN MATHEMATICS 67
Constructivism has been described as consisting two hypotheses (see Figure 4.1)
How many of the ideas you wrote down are consistent with the suggestion of
constructivism? As mathematics teachers, it is essential for you to understand
and apply constructivism in your classroom teaching. Thus, you need to know
what constructivism is all about.
Figure 4.2 shows the shift from passive to active teaching and learning.
ACTIVITY 4.1
(c) Motivated
Internal motivation leads to the development of long-term memory.
(d) Independent
(i) Students are in control of their own learning, that is, learning to
organise and manage themselves.
(ii) Students learn to accommodate various perspectives on an issue.
(e) Cooperative
(i) Social and communication skills are developed.
(ii) Requires teamwork or cooperation among students and teachers.
ACTIVITY 4.2
What are the advantages of using the constructivist approach in the
classroom? Discuss.
Table 4.1 gives the checklist that can be used by teachers to determine the degree
of the constructivist approach, traditional or objectivist approach of a lesson
(Yager, 1991, p. 56).
Traditional Constructivist
Criteria
Approach Approach
Teachers Identify the issue or topic. Students
No Issue is seen as relevant. Yes
Teachers Ask questions. Students
Teachers Identify written and human resources. Students
Teachers Locate written resources. Students
Teachers Contact relevant human resources. Students
Teachers Plan investigation and activities. Students
No Varied evaluation techniques used. Yes
No Students practice self-evaluation. Yes
No Concepts and skills applied to new situations. Yes
No Students take action(s). Yes
Science concepts and principles emerge because
No Yes
they are needed.
Extensions of learning outside the school is
No Yes
evidence of learning.
Procedures/
Teaching-Learning Activities Remarks
Allocation of Time
Introduction Teacher shows Figure A and asks students to
(5 minutes) count how many squares in it and how they get
the answer.
Students respond by giving the total number of
squares in the figure with their own reason(s).
Figure A: 2 2
Lesson Development Teacher says: „Here are Figures B and C. Can you
(45 minutes) identify how many squares in each figure?‰
„What about if I have grid 5 5 and grid
10 10?‰
Figure B: 3 3
Students discuss in groups for Figures A to C.
Teacher facilitates the discussion.
„What is a square?‰
(A four-sided polygon with all four sides equal).
„How did you count Figure A has five squares?‰
(Four small squares plus one large square). Figure C: 4 4
„Can a square be three blocks across and two
blocks down?.‰
(No, all sides have to be equal).
Figure B has nine small squares in the larger
square.
„Does Figure B have any squares in the larger
square that are 2 blocks 2 blocks?.‰
„Yes‰.
„How many?‰
They have four squares.
„Does it have a larger square counted as one
square?‰
„Yes‰.
How many squares can Figure B contain?
(3 3 = 9, 2 2 = 4, 1 1 = 1, 9 + 4 + 1 = 14 )
Closure Demonstration
(10 minutes)
9 small squares
4 squares
2 2
1 large square
Figure 4 4:
Number of
„Could you make a table and look for a pattern based squares =
on figures given above?‰ (1 + 4 + 9 + 16)
= 30
Number of Number of
Pattern
blocks squares
1 1 1 12 = 1
2 2 5 22 = 4
3 3 14 32 = 9
4 4 30 42 = 16
5 5 55 52 = 25
6 6 91 62 = 36
7 7 140 72 = 49
8 8 204 82 = 64
9 9 285 92 = 81
ACTIVITY 4.3
Now that you have the formula, illustrate how to get the number of
squares for a figure 6 6 square.
Figure 4.6 indicates how these six elements integrate and work as a whole. Let us
now look at the detailed explanation.
(a) Situation
What situation are you going to arrange for students to explain? Give this
situation a title and describe a process of solving problems, answering
questions, creating metaphors, making decisions, drawing conclusions, or
setting goals. This situation should include what you expect the students to
do and how students will make their own meaning.
(b) Grouping
There are two categories of grouping:
(i) How are you going to group the students? Are you going to group
them as a whole class, individuals, in collaborative thinking groups of
two, three, four, five, six or more? What process will you use to group
them? Are you going to use the method of counting off, choosing a
colour or similar clothing? This depends upon the situation you
design and materials available to you.
(ii) How are you going to arrange groups of materials that students will
use to explain the situation? Are you going to arrange them by
physical modelling, graphically representing, numerically describing,
or individually writing about their collective experiences? The
number of sets of materials you have will determine the number of
groups you will form.
(c) Bridge
This is an initial activity intended to determine studentsÊ prior knowledge
and to build a bridge between what they already know and what they are
expected to learn. This might involve giving them a simple problem to
solve, having a whole class discussion, or playing a game. Sometimes, this
is best done before they are in groups, and sometimes, after they are
assigned to groups. You need to think about what is appropriate.
(d) Question
Questions can be used in each element of the Learning Design. What
guiding questions will you use to introduce the situation, arrange the
grouping, set up the bridge, keep active learning going, prompt exhibits,
and encourage reflections? You should anticipate questions from students
and frame other questions to encourage them to explain their thinking and
support them to think by themselves.
(e) Exhibit
This involves students exhibiting whatever record they had on their
thinking about the situation given to them. This can include writing a
description on cards and giving a verbal presentation, making a graph,
chart, or other visual representation, acting out or role playing their
impression, constructing a physical representation with models, and
making a video tape, photographs, or audio tape for display.
(f) Reflection
This is what students discover after explaining the situation to other
students and viewing the exhibits. This would include what students
The major goal of the constructivist approach is for students to play an active role
in assimilating knowledge onto their existing mental framework. The ability of
students to apply their school-learned knowledge to the real world is an added
value over memorising bits and pieces of knowledge that may seem unrelated to
them. Perhaps the best quality for a constructivist teacher to have is the
„instantaneous and intuitive vision of the studentsÊ mind as it gropes and fumble
to grasp a new idea‰ (Brooks & Brooks, 1993, p. 20). Clearly, the constructivist
approach opens new avenues for learning as well as challenges for the teachers
who are trying to implement it.
According to the contextual learning theory, learning occurs only when students
process new information or knowledge in such a way that it makes sense to them
in their own frames of reference (their own inner worlds of memory, experience,
and response). This approach to learning and teaching assumes that the mind
naturally seeks meaning in context, that is, in relation to the personÊs current
environment, and that it does so by searching for relationships that make sense
and appear useful.
Building upon this understanding, the contextual learning theory focuses on the
multiple aspects of any learning environment, whether a classroom, a laboratory,
a computer lab, or at a worksite. It encourages teachers to choose and/or design
learning environments that incorporate as many different forms of experiences as
possible (social, cultural, physical and psychological) in working towards the
desired learning outcomes. In such an environment, students discover
meaningful relationships between abstract ideas and practical applications in the
context of the real world; concepts are internalised through the process of
discovering, reinforcing and relating.
The above when put together form a strategy called REACT (see Figure 4.7).
ACTIVITY 4.4
Explain in your own words the meaning of transferring in the REACT
strategy.
INSTRUCTIONAL PROCEDURE:
(a) Relate this session to the concept of whole numbers. Our discussion in
Lesson 1 was limited to positive whole numbers, which are also called
positive integers. This lesson will include the set of negative integers. We
shall call the union of all positive and negative integers including zero as
the set of integers.
(b) Illustrate the concept of opposites through a simulation exercise. Call seven
volunteer students to be in front of the class.
(c) Instruct them to form a line in such that their positions are of equal distance
from each other.
(d) The line formed illustrates a number line where the student at the centre
serves as the origin. Students to the left of the origin will serve as points
with negative coordinates, while students to the right of the origin will
serve as points with positive coordinates.
Copyright © Open University Malaysia (OUM)
TOPIC 4 TEACHING APPROACHES IN MATHEMATICS 87
(b) Distribute the student activity sheet and read the instruction clearly.
(c) Allow five minutes for students to work on it. Ask them to present their
outputs.
(e) Summarise the key learning points and studentsÊ collective insights.
Discussion Ideas
A number line represents the set of integers which is seen as the union of points.
You have just found a magic wand that allows you to change three real world
activities. You can change anything you want. How would you change yourself as a
student, your parents, your classmates, your community, an important project, etc.
Cite three wishes or changes that are opposites of the current situation.
1 2 3
4 0 4
3 2 1
The sum of the numbers in each row, column and diagonal of this magic square is 0.
The magic square is also a representation of the set of integers in which whole
numbers are indicated with signed numbers. You can form a new magic square
by adding the same number to each entry in the magic square above. In the
square below, how was each entry obtained? Find the new magic square.
1 0 5
The sum of the numbers in each row, column and diagonal of this magic square
is 6.
Answer Key
1 0 5
6 -2 2
1 4 3
ASSESSMENT
On a piece of paper, ask students to list out six real life situations that are
opposites in nature; then, represent these situations as integers and illustrate on
the number line.
FOLLOW-UP ACTIVITY
State the opposites of the quantities described in the following statements and
represent each with integers.
(a) An increase of RM10 in weekly allowance
(b) A drop of 10 degree Celsius in temperature
(c) Climbing a mountain 7200 metres high
(d) 675 metres below sea level
(e) Accelerating by 3 metres per second
(f) A mass increase of 2 kilogrammes
(g) Pushing a crate 5 metres to the left
(h) Raising the flag 12 metres high
Read the following and respond to the questionnaire to evaluate how far you or
your teacher had used the REACT strategy in classroom teaching.
ACTIVITY 4.5
Look at the „Assessment‰ of the lesson on ÂThe Concept of OppositesÊ.
Which of the objective(s) is/are tested in the Assessment? Discuss.
Characteristics of PBL
(a) Problems are real world in nature for students so that they can see the need
to know the information in their future.
(b) Problems activate prior knowledge; students are able to „hook‰ new
content on some existing experience or information.
(c) Problems mimic ways in which new information will be applied later either
in assessment or practice.
Philosophy of PBL
(a) Students prefer to participate in decision-making about their learning.
(b) Students bring lots of information to new learning.
(c) PBL reinforces existing knowledge and creates a starting point for acquiring
new content.
(d) PBL problems enhance the integration of new information.
Aims of PBL
To create students who:
(a) Know what they know and do not know with confidence.
(b) Can effectively and efficiently access new information and integrate it with
existing knowledge.
(c) Can apply the new information to problem resolution.
Advantages of PBL
(a) Learning is relevant, long-term and embedded, emphasises meaning, more
exciting and retrievable.
(b) Students can apply learning in similar situations.
(c) In-depth understanding of learning.
(d) Development of interpersonal, collaboration, negotiation skills and life-long
learning skills.
In PBL, students are presented with a problem and work in small groups to
arrive at some resolutions to the problem. Teachers play a crucial role in selecting
the problem and facilitating student groups. Students determine the kind of
content learning required to move forward, the resources to use, and how new
information is synthesised towards resolution (Lambros, 2002).
CLASSROOM EXAMPLES
Ratios:
Students use their knowledge of ratios to design a model roller-skating rink.
In groups of four or five, students carry out the task of building a roller
skating rink to scale. Students can surf the Internet to look up the actual
dimensions of the rink. The teacher provides materials such as styrofoam,
paint, popsicle sticks and glue guns. The teacher monitors the groups as they
construct their roller-skating rinks. The teacher needs to watch for common
errors such as only scaling one measurement or confusing the idea of scaling
with changing units of measure (e.g., switching from metres to centimetres
without realising that they are dividing by 100).
Mastery learning is based on the idea of giving students more than one chance to
demonstrate mastery of content and skills. Students receive instruction on a topic
and then take a test to determine their level of understanding. The teacher scores
that assessment and determines who has mastered the content and who needs
more help. Students who have mastered the material are given enrichment
opportunities, while those who have not mastered, receive additional instruction
on the topic. The new instruction is presented in a different way such as using
manipulatives and or other hands-on approaches. A re-test is administered to the
group who did not demonstrate mastery. The highlight of mastery learning is
that all students can learn and grow, and no one is left behind. In the
mathematics classroom, mastery learning will help students to develop a solid
foundation of mathematical understanding, which is critical in solving problems
involving a higher level of thinking and reasoning (Candler, 2011).
The characteristics and teaching steps of mastery learning are as follows (Pusat
Perkembangan Kurikulum, Kementerian Pendidikan Malaysia, 2001):
ACTIVITY 4.6
Surf the Internet to look for more examples of the implementation of
constructivist learning, contextual-learning, problem-based learning and
mastery learning in the mathematics classroom.
Active Knowledge
Construct Mastery learning
Constructivism Problem-based learning (PBL)
Contextual Learning Reflection
INTRODUCTION
It is essential to understand problem-solving principles especially when it comes
to dealing with real life problems. These problems can be very complex such as
problems in economics, sciences, medicine and social sciences which can be
translated into mathematical problems. Early exposure to problem-solving
processes to young students will promote critical thinking at an early age.
Introduction to different strategies in problem solving will give ideas and
encourage them to acquire skills in solving mathematical problems, and later to
apply the acquired skills to solve real life problems.
Students will lose interest in mathematics if they simply memorise facts and
follow teachersÊ instructions. Students do not only have to learn about
mathematical concepts but they should also understand facts and procedures. It
adds value and meaning to mathematics if they understand facts and procedures.
In addition, making connections and seeing relationships will help students
understand concepts and make sense of the whole structure of mathematics.
Problem solving should be taught as early as students enter their primary school
level. An early age exposure to problem solving will equip them with adequate
knowledge and skills to solve problems including mathematical problems in
mathematics classrooms.
ACTIVITY 5.1
(a) Puzzles;
(b) Quizzes;
(c) Drill exercises;
(d) Simple translation;
(e) Multiple-step translation;
(f) Applied problems;
(g) Routine problems; and
(h) Non-routine problems.
Level Criteria
„Yes, I see that your proof is correct, but how did you discover it‰?
He had a deep insight into the psychology of problem solving and had published
the well-known book: ‰How to Solve it: A New Aspect of Mathematical
Method‰, which is widely used as a major reference for problem solving.
Polya (1957) emphasised on the processes and the thrill experienced when
solving mathematical problems. A great discovery solves a great problem, but
there is a grain of discovery in the solution of any problem. The problem may be
modest, but if it challenges your curiosity, brings into play your inventive
faculties, and if you solve it by your own means, you may experience the tension
and enjoy the triumph of discovery.
Included in the four-step principle are the general principles or processes that
Polya suggested in his book and it is known as the four-step PolyaÊs model.
There is no fast rule in solving non-routine or applied problems; however, the
four-step model is useful as a guide in finding solution(s) to a problem. The non-
routine problem is not really simple; apart from analysing bits and pieces of the
problem, it requires certain skills, strategies and experiences, before finding the
solution(s) to the problem.
We need to analyse the problem and ask ourselves the following questions:
(i) What must we look for?
(ii) What are the data?
(iii) What are the given conditions?
ACTIVITY 5.2
There are four steps in PolyaÊs model of problem solving. Why is it
important for us to understand the problem first before we start
working on the solution? Discuss.
Problem 1
There are nine steel balls of similar size. They are almost of the same weight,
except that one is slightly heavier than others. Using a double-pan balance,
what is the minimum number of weights necessary to find the heavier balls?
Problem 2
Amin was sitting by the jetty at a pier on a bright Sunday afternoon. If every
yacht in the bay had three flags, how many yachts were there when he saw
there were 18 flags? What are the answers to the above problem? Think of
the best strategy to solve the problem.
Problem 3
Mr Enggu’s orchid farm was on the opposite side of the river from his
longhouse. He collected flowers from his farm. Later, he found a wild cat
and a rabbit when checking his traps that were set around the farm. Since Mr
Enggu’s boat was very small, it only had enough room only for one of them.
Besides, he could not leave them unattended since the wild cat would eat the
rabbit and the rabbit would eat the flowers. Explain how Mr Enggu could
transport all items across the river to his longhouse safely.
Item left
Orchid Farm
ACTIVITY 5.3
Explain how you can relate Mr EngguÊs problem to a mathematical
concept.
Problem 4
A flock of 108 geese migrated from Siberia to Kuala Gula, Malaysia. As night
fell, the geese decided to land randomly on coconut, mango and durian trees.
A few birds flew from coconut trees to mango trees; then, the number of
birds on mango tree doubled. Later, a few birds flew from mango to durian
trees; then, the number of birds on the durian trees doubled. As a result, the
number of birds on each tree became equal. Find out how many birds landed
on each tree at first and how many birds flew from coconut to mango and
mango to durian trees.
Calculation:
(i) Trace the number of birds from durian trees will be easier
(backwards trekking)
(ii) 2z = 36 , z = 18
(18 geese flew from mango to durian trees)
(iii) Mango: 2y z = 36 , 2y = 36 + 18, 2y = 54, y = 27
(27 geese flew from coconut to mango trees)
(iv) Coconut : x y = 36 , x = 36 + y, x = 36 + 27, x = 63
(v) When landing:
Coconut tree : x = 63
Mango tree : y = 27
Durian tree : z = 18
Problem 5
Ahmad went to the market where he bought two sacks of goods and each
sack was hauled onto a pony. Ahmad and the ponies had to travel a long
way home across the hot sunny rocky roads. The first pony walked and
jumped happily all the way, while the second pony trotted slowly with
heavy loads on his back.
When they reached a village, the second pony straight away jumped into the
water with the sacks on his back as he was tired and exhausted, followed by
the first pony. While in the pond, the second pony was wondering why his
sack was heavier than the other one although the sacks were of similar size.
As they continued the journey, he realised that his loads became lighter and
he jumped happily all the way home, but he saw the first pony struggle with
his steps due to the heavy loads on the back. The second pony wondered
itself, “Such a miracle! Maybe someone from the village exchanged the sacks
while we were in the water‰.
DIY: Do it yourself!
Get a piece of grid or graph paper of 9 12.
Cut away the smeared patches in the middle. Think of a way on how
to cut the quilt into two pieces. Then, slide the two pieces to get a
square of 10 10 patches.
Try with a graph paper first before you help Mina to cut the quilt!
Beware, do not spoil the quilt. How do the new patches look like?
Try with other materials to reach your goal.
The diagram and the figure of tabulation clearly illustrate the total of 233
pairs or 466 rabbits on the farm by the end of the year.
ACTIVITY 5.4
Refer to the table of breeding rabbit (Problem 8). Can you see any
pattern? Explain.
1 + 2 + 3 + .......................... + 98 + 99 + 100
Sum/pair
Questions Numbers Pairs Sum
1+n
1 + 2 + 3 + ⁄⁄+ 8 + 9 + 10 10 5 11 5(11) 55
1 + 2 + 3 + ⁄⁄+ 98+ 99 + 100 50 101 50(101) 5050
100
1 + 2 + 3 + ⁄⁄+ 998 + 999 + 1000 500 1001 500(1001) 500500
1000
1 + 2 + 3 + ⁄⁄+ 9998 + 9999 10000 5000 10001 5000(10001) 50005000
+ 10000 104
1 + 2 + 3 + ⁄+ 999998 + 1000000 500000 ? n ?
n 1
999999 + 1000000 106 5x105 2
Observing the pattern that appears in every sum above, you will be able to
n
conjecture a generalisation of n 1 . By using inductive reasoning, you will
2
find a pattern or generalisation and then apply the generalisation or conjecture to
similar problems. This is a way of testing a conjecture obtained by inductive
reasoning.
Sum/pair n
Numbers Pairs n 1 Sum
1+n 2
1 ⁄..10 5 11 5(11) 55
1⁄...100 50 101 50(101) 5050
1⁄ 1000 500 1001 500(1001) 500500
1⁄...10000 5000 10001 5000(10001) 50005000
1⁄⁄1,000,000 skip 5000050000
1⁄⁄.1,000,000,000 skip 5,000,000,005,000,000,00
1..10000000000000 skip Guess?
7 litres
(a) Reading
The price of a durian is twice of a watermelon. If Emmy pays RM 14.00 for
two durians and three watermelons, what is the price of a durian and
watermelon?
(i) Points of problem:
(ii) Twice
(iii) Price
(iv) Total price or total amount paid
(v) What operations
(b) Comprehension
(i) Understanding terms (unable to understand the meaning of terms in
the word problems and mathematical operations).
(ii) Algebraic operation:
twice: The price of 1 durian = The price of 2 watermelons
(c) Transformation
(i) Operations and Mathematical Sentences (unable to relate terms and
operations multiplication and addition)
(ii) Unable to write mathematical sentences as below
The price of 2 durians + the price of 3 watermelons = RM 14.00
Twice :
1 durian = 2 watermelon: d = 2w
2 durian + 3 watermelon = RM 14.00; that is
2 d + 3 w = RM 14.00
(e) Encode
(i) Mathematical processes
(ii) Algorithm and encode the answer
(iii) Difficulty with mental processes:
Durian = RM 4.00
Watermelon = RM 2.00
(The price of durian is twice of watermelon)
(f) Carelessness
(g) Motivation
Level 7: Motivation
Motivate your students. Encourage them to proceed and move
forward, be confident and brave in facing challenges.
ACTIVITY 5.5
Refer to the durian and watermelon problem. What would students have
done if they had wrongly encoded the answer?
Teaching problem-solving can take place both inside and outside of the
classroom and can be applied to any real situation.
Conjecture Problem
Deductive reasoning Problem solving
Inductive reasoning Strategy
4. Polya commented that there is no hard and fast rule in solving problems;
however, the four-step model is useful as a guide in finding solution(s) to a
problem. Answer the following questions:
(a) What are the four steps in PolyaÊs model of problem solving?
(b) Give one example of a mathematical problem.
(c) Illustrate how PolyaÊs four steps can be used in solving this problem.
INTRODUCTION
Effective planning is the key to successful teaching in an environment that is
conducive for learning. Even the most experienced mathematics teachers are only
successful when they have carefully planned and effectively structured their
mathematics lessons. The mathematics that students learn starts from what they
do and experience in the mathematics classroom. As mathematics teachers, you
need to plan your lessons systematically to ensure that students can benefit and
maximise their learning when they go through your lesson.
This topic will help you to structure and sequence the various topics and
concepts to be addressed in a lesson and outline some key components for
successful planning, both yearly and daily plans. The preparation of a yearly
plan and a daily lesson plan will be described in detail.
Teachers need time and resources in order to make all these decisions. Careful
planning prior to classroom teaching can provide the structure in making these
important decisions and achieve the desired learning outcomes.
ACTIVITY 6.1
What are the steps in preparing the overall lesson plan? Discuss.
(a) Preparation
(i) Preparation: Teaching-learning objectives
(ii) This is the first part of a lesson plan. It comprises the general
particulars, including studentsÊ previous knowledge, learning
contents, learning objectives, skills integration, teaching-learning
resources and inculcation of noble values.
(b) Presentation
(i) Presentation: Teaching-learning process
(ii) This is the second part of a lesson plan. It comprises two main parts,
that is, the set induction and development of teaching-learning
activities. Set induction covers the warm-up activity which will help
students to get started to do mathematics as soon as they enter the
classroom. It is also a way to introduce a new topic and provide an
opportunity for students to brush up their pre-requisite skills. The
(c) Conclusion
(i) Conclusion: Consolidation, evaluation and closure
(ii) This is the last part of a lesson plan. It comprises activities and
methods, including follow-up and consolidation activities, evaluation
of learning objectives and closure.
ACTIVITY 6.2
A yearly plan is important for teachers to set clearly the appropriate goals for
studentsÊ learning across the school year. In order to prepare the yearly plan,
mathematics teachers should read and interpret carefully all important and
relevant matters, such as curriculum specification, objectives, learning units,
skills, teaching strategies and teaching-learning activities. Once they have a sense
of major concepts or units that will form the big picture, semester plans and daily
lesson plans will fill in the details.
(b) Study the school calendar and identify the number of schooling weeks,
lesson hours allocated and expected intrusion to the lesson. Then, prepare
two semester plans in order to complete the one-year curriculum in two
semesters.
(c) Identify studentsÊ background and consider their prior knowledge in the lesson
plan to make sure that they have related knowledge to the new content.
(d) Choose suitable teaching and learning strategies after considering several
strategies.
(e) Identify relevant resources and teaching materials that can motivate
students to learn and continue learning.
(f) Decide and plan strategies to evaluate studentsÊ learning.
(g) Integrate various aspects, such as noble values, thinking skills and
contextual learning into the lesson plan.
ACTIVITY 6.3
Why do mathematics teachers have to prepare a lesson plan before
entering the classroom?
An example of Year One mathematics yearly lesson plan is given in Table 6.1.
1.0 WHOLE NUMBERS 1.1.1 Say and use the number names
in familiar contexts.
1.1 Numbers 0 to 10 (i) Say the number names 1 to 9.
(ii) Recognise numerals 1 to 9.
(iii) Count a group of objects 1
to 9.
1.1.2 Read and write numbers from
Number of 1 to 9.
schooling week (i) Write numerals 1 to 9.
(ii) Read number words one to
nine.
(iii) Write number words one
to nine.
(e) Closure
Summary of closing activities. Wrapping up a lesson can be as important as
the opening. It is valuable to summarise the concepts discussed or give
students the opportunity to talk about what they perceive as the lesson
outcomes. The summary is not necessarily the same as the closing activity.
If necessary, a daily lesson plan may also include notes about modifications for
students with special needs or possibly notes about how to shorten or lengthen
the lesson. Lesson plans are also a good place to record reflections or notes about
what changes to be made for the next day or the next time the lesson is to be
taught.
ACTIVITY 6.4
ACTIVITY 6.5
Planning enables teachers to see how learning objectives can be achieved and
help their students attain an understanding of the subject matter.
A good daily lesson plan will boost teachersÊ confidence in delivering their
lesson, especially at the early stage of their teaching career or when they are
teaching new topics.
Lesson plans should contain all the elements needed to fully implement a
quality lesson.
INTRODUCTION
In education, the Information and Communication Technology (ICT) is defined
as a diverse set of technological tools and resources used to communicate, and to
create, disseminate, store, and manage information. These technologies include
computers, the Internet, broadcasting technologies (radio and television), and
telephone (Wikibooks, 2011).
Most countries in the Asia Pacific region have been working towards the use of
technology in education. This effort is to prepare the nation to adapt and meet
global technological changes. The computer system has changed rapidly. The
speed of the computer is now faster, costs are lower, software is more powerful
and user friendly too. These changes will require teachers to enhance their
computer skills and competencies in line with the current advancement of
technology (Williams, 2000).
Mills (1999) found that the worries and varying perceptions of teachers towards
computer assisted instruction influenced the way they implement ICT in their
classrooms. In a study regarding the status of various technologies used in
teaching and learning at the primary school level, it was found that there were
teachers who only used computers to perform daily routine tasks (Mona Masood
& Nor Azilah Ngah, 2003). It is therefore necessary for teachers who are
technology savvy to be more proactive in exploring the various educational
technology applications available out there. Some of these include (Mills &
Tincher, 2003):
(a) Modelling the use of technology in the classroom;
(b) Applying technology across the curriculum;
(c) Using technology for problem-solving activities;
Mills (2004) added that the technology teachers should be equipped with the
technology skills and technology resources that support the integration of
technology in the teaching and learning process.
However, John and Sutherland (2004) stressed that ICT alone does not enhance
learning but most important is the way in which ICT is incorporated into various
learning activities.
Behaviourism
Cognitivism
The use of software such as word processors, databases and spreadsheets help
students to process information, engage them in abstract thinking and allow
them to make the knowledge-construction processes transparent.
Learning Styles
Social Interaction
Teachers need to be aware that the use of ICT can promote teacher-student,
student-teacher, and student-student interactions. For example, teacher and
students can interact and communicate virtually through e-mails and online
discussion forums.
ACTIVITY 7.1
How does the ICT relate to self-directed, self-accessed and self-paced
learning? Discuss.
Computer software can make abstract ideas become physical in the same way as
mathematics manipulative. Teachers can use the software already on most
computers such as MS Word, MS Excel, MS Paint or any other drawing programs
to do hands-on computer activities for teaching primary mathematics (Burnley,
2005).
Some of the innovative and creative uses of ICT in primary mathematics lessons
are as follows:
students to use their thinking skills and creativity to solve the problems
given.
ACTIVITY 7.2
Give other examples of innovative and creative uses of the ICT in
primary mathematics education.
However, teachers should be aware that not all materials obtained from the
Internet are suitable for their students. Therefore, teachers need to evaluate the
content of the website before it is used in their classroom. Mathematics teachers
need to check whether the content of the website is accurate, current, reliable and
suitable to the age of the students. Bitter and Pierson (2002) noted that teachers
need to understand that all online activities are not entirely secure or private and
some materials may be inappropriate for some students. So, teachers have to seek
ways to help students to safely explore the Internet for the purpose of enhancing
their learning.
Williams (2000) identified three major reasons why the Internet can be used
effectively by teachers and students.
(a) Teachers can find a lot of useful and free resources on the Internet.
(b) The Internet can also be used as direct instruction for teaching some
mathematics topics or content. Some of the direct instruction websites are
shareware instructional software, instructional websites, Intranets and
portals.
(c) One of the powerful characteristics of the Internet is that it enables teachers
and learners to communicate with each other to promote collaboration with
other schools and classes around the world.
The Internet is not for all instructional situations. It can be used in the classroom
or outside the classroom for further exploration. The use of the Internet is limited
with the learning situation which has the facility of electricity, computer and
Internet access.
ACTIVITY 7.3
Give other implications of the Internet in primary mathematics
education.
(h) Does the site tell you about choices open to you?
Does the site give you advice? Does it tell you about other ideas?
ACTIVITY 7.4
Choose a website as a resource for one of the topics in primary
mathematics. Evaluate the website using the criteria by QUICK (2005).
In line with the development of the ICT, the Ministry of Education Malaysia
made an effort to broadcast WebTV through the Internet to reduce the
digital gap in education. WebTV covers various fields which can be
accessed through eight learning channels such as News, Academic,
Interview, Documentary, Curriculum, Interactive, Live telecast and
Guidelines.
The Primary Resources have a wide range of free resources for teaching
primary mathematics. It provides free worksheets, lesson plans and
teaching ideas for teaching numbers and the number system, calculations,
solving problems, measures, shape and space and also handling data.
This website has free resources for teachers teaching primary mathematics
such as lesson plans, worksheets, games and activities.
This is a free Web portal for teachers, parents and students of all ages who
want to find high-quality, free Internet resources to use in classroom
instruction, developing project ideas, reinforcing specific subject matter
areas both in class and at home and even for online technology tutorials.
This website contains a wide range of teaching ideas which include free
lesson ideas, resources and activities.
ACTIVITY 7.5
The electronic resources are Web-based resources in the Internet which need
to be evaluated before they are being used in the classroom. The Web-based
resources offer free resources, lesson plans and activities to support teachers
in planning and implementing a lesson.
1. Explain briefly the status of using the computer in the teaching and
learning of mathematics in schools.
2. State three innovative and creative uses of the ICT in the teaching and
learning of mathematics.
INTRODUCTION
In the 21st century, the application of telecommunication technology is no longer
restricted to industries, transportation, economics, international trading or
medical services; but it has also become a common tool for communicating and
accessing information about the world. Technology has also changed the
scenarios of todayÊs education world. The internet, multimedia, computer
software, portable devices, calculators, CD-ROMs, videos, e-mails, relevant
supporting materials and web-based instructional designs bring new paradigm
in the millennium education. Computer technology has become an integral part
of most business operations, financial, marketing, industrial operations,
transportation, education and management. Information and telecommunication
technology have slowly become a fundamental part of Internet-based education
and conventional education.
Technology can virtually bring the world to the child, providing a depth and
richness of instructional approaches to reach children of all learning
modalities. The child becomes a knowledge architect using the rich resources
at his/her fingertips through technology to bring personal meaning and
expression to knowledge.
Picciano (2006)
ACTIVITY 8.1
The Principles and Standards of Mathematics Education Goal stated that each
student has the opportunity to learn in a classroom. He/she:
(a) Demonstrates the value of mathematics;
(b) Develops confidence to participate in mathematics;
(c) Nurtures capability for solving problems;
(d) Builds skills for communicating and mathematical contexts; and
(e) Strengthens insight into patterns of mathematical reasoning.
ACTIVITY 8.2
In 1987, Nicholas Jackiw joined the Visual Geometry Project, and a year later, he
became the creator and author of the Geometer’s Sketchpad. Apart from the
GeometerÊs Sketchpad, the Visual Geometry Project also produced computer
software called The Stella Octangula and Plotonic Solids.
ACTIVITY 8.3
The following are the drawings or plots produced using the Geometer’s
Sketchpad.
ACTIVITY 8.4
Can you think of one way for students to discover meanings in
mathematics through deductive reasoning using GeometerÊs
Sketchpad?
The above examples are suitable for teaching lower grades such as Year 3 or
Year 4 by using simple data. Higher grades require higher levels of data
interpretation.
Schools have started establishing intranets, LANs and WANs that use Internet
software tools such as Web browsers. Intranets, which are also referred as mini-
internets, are useful for controlling access to sensitive data, reducing data traffic
and speeding access to frequently used data files. An intranet depends on local
software system (e-mail, file servers, databases, etc) to accomplish many of its
activities. Some of these local software packages may be easier to use than those
that exist on the Internet.
The Internet can also be used in educational research for the following
purposes:
(i) Manage education information, research and interactive learning;
(ii) Publish study results and share research findings;
(iii) Submit questions and answers to research questions; and
(iv) Collaborative learning and solving of education problems together.
(i) First, students will no longer have to come to the classroom to learn.
The Internet will help students to actively participate in lessons from
any place (schools, day care centres, business establishments, homes)
through computers which are connected to the Internet.
resources may already exist, but students need to budget their time
and schedule their learning in a sequential mode, such as: (1) attend a
lecture, (2) go to the library, (3) organise thoughts, (4) write a paper,
(5) receive teachersÊ comments, and so on.
ACTIVITY 8.5
The Internet can be used to facilitate collaborative learning. Can you
think of one way of using the Internet to facilitate collaborative
learning?
The topic also explains how the GeometerÊs Sketchpad can enhance
investigations in mathematics through the teaching of space and shape, and
the teaching of graph.
The topic further explores how computer can be used to teach numbers, and
data analysis and interpretation. Finally, the Internet and its usage are briefly
discussed.
3. There are several uses of the Internet in mathematics education. List three
uses of the Internet in educational research.
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Describe the concepts and objectives of remedial programmes in
mathematics;
2. Identify students who need remedial activities;
3. Plan, implement and evaluate remedial activities in mathematics;
4. Describe the concepts, objectives and rationale of enrichment
programmes in mathematics; and
5. Conduct enrichment activities in mathematics.
INTRODUCTION
Instruction in all content areas must be designed to meet the needs of all
students. Teachers must set high, but reasonable expectations that challenge
studentsÊ ability, while matching each studentÊs interests, needs and
developmental levels (Baroody & Coslick, 1998). Instruction cannot target only
the average ability level. Students significantly above and below the average
ability level require specialised instruction to meet their needs. When these needs
are not met, both gifted and struggling students will lose motivation, and often
perform poorly. They need to have the encouragement especially from teachers
and often require an individualised pace to complete a variety of mathematical
tasks. Many of the characteristics of curricula for the gifted and struggling
students can benefit all studentsÊ learning, but they become especially important
with these diverse learners.
ACTIVITY 9.1
motivate them to achieve and establish high expectations for their learning. Once
students have overcome their mathematics anxiety and found the concepts
meaningful, they often need instruction that builds concepts from the basic.
Prior knowledge must be engaged and they typically benefit from concrete
representations of the mathematical concepts. The use of mathematical
manipulatives allows remedial students to encounter concrete, physical and
practical manifestations of the mathematical concepts being taught. Through
establishing a very concrete understanding of the concept, they can begin to
expand their understanding to more abstract representations and problems. They
can also benefit from a more structured curriculum that offers students the
support in finding solutions by providing specific methods in doing so.
Generally, students with learning disabilities are those who really need help to
make their learning more meaningful and interesting. This can be achieved by
ensuring that they are actively involved in classroom activities. In order to design
activities for these students, it is necessary to understand and analyse the factors
that hinder them from learning.
(c) IQ Factors
IQ factors are closely related to brain activities. There are many instances
where students are slow in giving opinions, slow in reading, forget very
quickly what they have learned and sometimes find it difficult to
Copyright © Open University Malaysia (OUM)
TOPIC 9 REMEDIAL AND ENRICHMENT 177
ACTIVITY 9.2
Can you think of some other factors that will prevent students from
learning?
The following procedures (not in the order of preference) can help teachers in the
process of identifying students who require remedial programmes:
(a) Observation
Observation is essentially selective. In other words, teachers must identify
the important criteria that they should be looking for in the observation.
Good planning and practice is necessary before they can carry out high
quality observation. As teachers, it is helpful to plan what to observe and
what to record during the actual observation exercise. For example, if
teachers want to observe students doing pair work activities, the following
questions might help them to record their findings:
(i) Is he/she portraying a dominant character?
(ii) Is he/she persistent with his/her answer?
(iii) Does he/she listen to his/her friendÊs views?
(iv) Does he/she always accept his/her friendÊs idea?
ACTIVITY 9.3
(ii) ________________________________________________
(iii) ________________________________________________
(iv) ________________________________________________
(v) ________________________________________________
(b) Questioning
The questioning technique will usually complement the observations.
Asking questions is an art. The technique needs to be developed and
practised before teachers can master and apply it efficiently and effectively.
Questions forwarded or set by teachers are considered efficient if they are
clear, concise and with logical expressions. While asking questions, it
should be noted that teachers must allow appropriate time for questioning
and answering.
ACTIVITY 9.4
1. Form a group of three members.
Can you say for sure that the student should be sent for a remedial
class?
(c) Interviewing
The interviewing technique is a powerful method to identify students’
strengths and weaknesses. It involves a combination of skills used in
questioning and observing techniques. Interviews are usually conducted
with one student at a time in a quiet place. Teachers can get insights about
their respondent’s thinking through interviews. The significant factors in a
successful interview are establishing rapport with the respondent,
accepting response without being judgemental and encouraging the
respondent to talk and explain his/her views. Before starting to interview
the students, teachers need a basic plan of what to investigate, what
questions to ask and what form of information to be recorded.
ACTIVITY 9.5
3. Now, cover your answer and interview your friend on how he/she
will go about solving that problem.
4. Let your friend interview you about the way you got your answer.
5. Share and discuss what you have learned from the interview
session.
(e) Tests
According to Gagne (1965), test is a systematic way to measure changes in
an individual’s behaviour. In a classroom condition, a test is conducted to
measure changes in behaviour related to students’ learning activities. In
general, it is a measuring instrument to obtain information about students’
achievement in the cognitive, psychomotor or affective fields.
ACTIVITY 9.6
You have seen some of the procedures that can be used to identify
remedial students. Why is it necessary to have different procedures to
identify them?
ACTIVITY 9.7
You may start looking for information about remedial activities from
the Internet. Look for steps in planning a good remedial activity.
ACTIVITY 9.8
Try to identify the errors made by the student in the example above.
What do you think is the misconception of the student?
These basic principles can help teachers plan mathematical remedial teaching:
(a) The remedial instruction should only focus on weak areas identified.
(b) Steps in the presentation should be developed from concrete to abstract,
from simple to complex, according to the capability and experience of the
students.
(c) Teachers should use various teaching aids to help students understand the
basic concept that should be mastered.
(d) Teachers should use symbols and mathematical terms that should be
related to students’ experience. This will make it easier for students to
identify their errors.
(e) Teachers should give oral and written exercises after every lesson. They
should construct questions that are from simple to more complex questions.
At the early stage, teachers can allow students to use teaching aids to solve
problems, but towards the end, students should be able to solve the
problems without the teaching aids.
(f) Teachers should give an evaluation activity after every written activity in
the class. They should plan and prepare written mathematical problems.
This will determine whether the teaching objective is achieved.
Source of Error:
Students cannot subtract numbers involving two digits in multiples of 10.
ACTIVITY 9.9
View the lesson plan in Table 9.1. In your own words, explain the
positive aspects of a remedial activity planned in the lesson plan.
Because students can work on projects in the centres without prompting, teachers
remain free to interact with individual students to assess, clarify, and personalise
instruction. The centres should be well-equipped with materials, have instructions,
examples, and materials for specific projects relating to the content of instruction, and
should provide space for tasks to be completed at the centre. The centres should be
used to supplement and complement other forms of instruction. Activities can be
adapted to incorporate cooperative learning or can be centred on individual activities.
Students should have the opportunity to engage in multimodal learning in the centres
and activities in the centres should incorporate authentic uses of mathematics.
ACTIVITY 9.10
1. Form groups of four. Choose two different objectives from the list
above. Take about five minutes to elaborate on them.
ACTIVITY 9.11
Explain, in your own words, what Tomlinson (1995) meant in the above
citation.
Some of the common types of enrichment activities that can be given by teachers
in the classroom are:
(a) Games : Snake and ladder, domino, selling and buying activity.
ACTIVITY 9.12
You may look for other types of enrichment activities from the Internet
or the following websites:
www.leesummit.k12.mo.us/its/mathematics.htm
http://ericec.org/faq/gt-enric.html
Your task:
2. Explain in detail for which level, which topic and which skill it can
be used.
3. Explain, in your own words, how you would conduct this activity
in your classroom.
5. What are the constraints that you might face while conducting it?
Students selected for enrichment activities are usually those who have mastered
the required basic skills. Teachers can identify such students through informal
tests, such as observations, oral questioning or by checking their daily work.
They can even be identified through screening tests in which teachers can
segregate those who have mastered the skills from those who have not. Teachers
can provide the gifted students with enrichment activities, while the low ability
students with remedial activities.
When teachers plan the enrichment activities, they have to make sure that
students have mastered the skills taught, at least at a satisfactorily level. The
content of the activities should be suitable to the studentsÊ capabilities. Make sure
that they are capable of carrying out the activity on their own with minimum
guidance from their teachers.
In order to carry out remedial activity, teachers should know how to identify
students who need remedial activities. This can be done by carrying out
screening and diagnostic tests.
As for gifted students and those who are high achievers, teachers should plan
and implement enrichment activities.
1. There are three main factors that affect students’ learning. Explain briefly
how the individual factors affect students’ learning.
2. List five procedures that can be used to identify students who need
remedial programmes in mathematics.
INTRODUCTION
As teachers, we can consider ourselves lifelong learners. As lifelong learners, we
should be constantly involved in educational research. Through research
activities, we can bring changes and make adaptations to the existing teaching
and learning strategies. As such, research activities provide us with an avenue to
upgrade our knowledge and skills in our respective fields. We can improve our
teaching performance by mastering some of the basic research skills to assess the
effectiveness of teaching and learning processes.
Action research is a basic useful research that can be used in schools. It gives us
an opportunity to address issues that affect educational practices, and ultimately
will correct the weakness of such practices. Some of us are used to exploring and
testing new methods of teaching and learning, but we normally do it informally.
ACTIVITY 10.1
Think about issues you see every day in your classroom. What is the
situation that can trigger you to probe further? For example, “I wonder
if I were to try ____, my students would be more _______?” This is
actually where action research process begins. Discuss.
ACTIVITY 10.2
Summarise the meaning of action research based on the definitions
given by prominent reseachers.
In fact, action research is an important strategy that helps us to improve our own
classroom practices. It allows us to logically address issues that affect teaching
and learning activities in our classrooms. This kind of practical insight is very
valuable in developing a body of useful theories for the teaching profession.
In fact, in action research, both teachers and students are involved as active
participants in the research process.
(d) Action research is situational. The main focus of action research is not
towards creating knowledge that can be generalised into other settings. It is
actually to focus on generating specific knowledge on specific desired
changes in a particular unique situation.
(e) Action research is reflective in nature. Researchers have to play an important
role reflecting on the outcomes of the research done. Reflection plays a key
role in evaluating and making sense of the research process and its possible
outcomes.
(f) Action research is a cyclic process. Usually, the process starts with a concern
or an issue. Normally, its findings will then lead to new concerns. According
to Clements and Ellerton (1996), in action research, the end is just the
beginning. Lewin (1952), a social psychologist, described the process of
action research as a spiral of cycles of action and research that comprises
four major components: plan, act, observe, and reflect [refer to Figure
10.1(a)]. Clements and Ellerton (1996) further illustrated the same process as
shown in Figure 10.1.
Figure 10.1(a): The spiral nature of action research spiral (Lewin, 1952)
ACTIVITY 10.3
In your own words, write out the aim of action research in your
classroom.
Action research was also applied in the industrial field (Whyte & Hamilton,
1964). The Massachusetts Institute of Technology and the Tavistock Institute of
Human Relations were the pioneers in propagating action research in solving
industrial problems. When carrying out action research, Tavistock focused on the
practitioner himself, rather than the professional researcher (Wallace, 1987). In
actual fact, Lewin did emphasised that the contribution of the practitioner cannot
be sidelined if we want to understand and improvise the existing social system.
Corey (1953) introduced action research to education. He believed that this form
of inquiry could change and improve learning and teaching activities in
classrooms. According to him, teachers could use their own findings of research
to improvise their own techniques in teaching. Corey defined action research as a
process where a practitioner investigates his own practice to solve practical
problems in his classrooms (Johnson, 1993). Many educationists used extensively
this form of investigation for the formulation of curriculum and improvement of
teaching methods and techniques.
In 1973, John Elliot and Clem Helman adopted action research under the Ford
Teaching project to study the teaching and learning methods in classrooms.
Later, Kolb (1984), Carr and Kemmis (1986) further developed the concept of
action research. In the 1980’s, action research was popularly used as a research
tool. In the United Kingdom, action research was closely related to a movement
called “Teacher as a researcher” (Hustler, Cassidy & Cuff, 1986). In Australia,
Stephen Kemmis formed a team of action researchers at the University of Deakin.
Their action research projects have been very influential in theories and practices
of action research in Australia (Kemmis & McTaggart, 1988). The idea of action
research was first introduced in Malaysia in 1988.
Cheah (2008) conducted a project using the lesson study approach to address two
main concerns in the teaching and learning of mathematics in Malaysian primary
schools. The concerns are that the teaching of mathematics is still very much
focused on computations and students often learn mathematics mainly by rote
learning. These practices often lead students to not being able to appreciate,
understand and apply the mathematical concepts in solving problems. The lesson
study project was carried out to promote students to learn mathematics by
engaging in mathematical processes such as mathematical thinking,
communication and problem solving.
Bergeson (2000) identified four key aspects of mathematics education for teachers
to investigate.
Teachers as researchers who are trying out new teaching techniques need to
realise that everything might not result ideally the first time. Good teaching
techniques take years to perfect, so teachers need to improve the teaching
techniques from time to time (Ishii, 2003). Bergeson (2000) stressed that
mathematics teachers must be both reflective and proactive professionals. Their
attitudes must be favourable to change and acquiring in-depth knowledge of
mathematics is important for professional development.
ACTIVITY 10.4
If we were to look thoroughly at Figure 10.2, we would realise that there are two
(2) stages in the action research process in which data are collected and analysed,
that is, (i) identify your concerns, and (ii) observe effects of actions. This shows
that data collection does not just stop once we have passed the first stage, but it
will be done once again to see the effects of the actions implemented.
In addition to it, the figure also seems to show that “identify your concerns‰ and
„plan your actions‰ are two (2) separate stages. However, during the actual
implementation, these two (2) stages may happen at the same time. In other
words, identifying our concerns and planning out our actions may be done
concurrently. Likewise, the „implement your actions‰ stage and „observe effects
of actions‰ stage may happen simultaneously too. Last but not least, it can be
seen that „reflect on the effects‰ stage can be done throughout the entire action
research cycle.
We may begin our action research by asking ourselves a series of questions. The
following activities will guide us through all the five (5) stages of an action
research. At the end of all these activities, we should be able to implement our
first action research in our own classroom setting.
First of all, we should look at our classroom practices in order to identify our
concerns. Then, we may formulate a list of ideas that can bring about some form
of positive changes in our present practices. Consequently, we shall decide on
one (1) idea that we would like to try out. This idea might be an important action
to tackle our existing practices that need some improvement. Then again, it could
also be a new action to replace our existing routine actions.
(a) List some of your concerns that are happening in your present
classroom.
(b) Choose one concern that you intend to improve on. Your concern should
reflect an issue of importance to you as a teacher. This concern should be
very important and needs your immediate attention.
(c) Turn that concern of yours into a research question. The following are
some of the sample research questions:
(i) How can I improve the quality of teacher-student interaction in my
class?
(ii) How can I make my students remember the facts involved in
multiplication?
Once we have identified our research question, we will need to explore more
about it. In particular, we should read to get more information about our
research concern. Usually, our reading should focus on other studies that are
related to our research question. This related reading should increase your
knowledge and understanding of the problem in hand. The knowledge acquired
may help us to refine our research question. Accordingly, we may make
necessary changes to our research question.
It is important that we list all possible actions that we think may address our
concern. However, we can also talk to our colleagues and seek their opinions on
how we can tackle the concern. Lastly, we should decide on the action that we
would like to take.
Apart from planning our action, we need to also consider how we are going to
determine the effects of our action. We need to decide on how and when facts
should be gathered. This will then help us to measure the effectiveness of our
action.
The following task will help you to sort out the type of evidence required
(data collection) to help you in making a decision about the effects of your
action. Two rows have been filled up as examples for you.
There are many methods to collect our facts and evidence. Some of the examples
include:
(a) Structured and non-structured observations;
(b) StudentsÊ performance records;
(c) Interviews;
(d) Group activities;
(e) Journals and diaries;
(f) Questionnaires; and
(g) Our personal reflection.
ACTIVITY 10.5
Choose one (1) action that you would like to take to change your
current practice.
Ethical issues are very important in action research. What do you understand by
the word ethics? Is it about rules and regulations which you need to conform to
or is it about moral values?
In conducting action research, ethics is about a set of values and standards that
guide our actions, thoughts or words before, during and after the research
process. Arguably, there are so many different values pertaining to right or
wrong behaviour that denote ethics while performing action research activities.
In this context, we will try to look at some universally accepted ethics related to
action research.
There are many strategies that can be applied by teachers (researchers) to obtain
data. Which strategy is suitable depends on the aim and nature of our action
research. To enable researchers to conduct plausible analysis and to discover new
understanding about certain issues in the educational environment, relevant data
have to be collected from reliable sources.
Many different types of data collection methods have been introduced in Section
10.3.2. Each method has its strengths and weaknesses. As a result, we, as
researchers, need to choose the data collection method that is suitable for our
research. If possible, data should be collected from different sources and from
various methods so as to ensure that the evidence gathered is reliable and not
biased. Having considered the various methods during data collection, we can be
confident that our findings are without prejudice and we can then take effective
actions to address our research problem.
Our data collection plan should also pay due attention to the administrative
aspects, such as seeking the approval of relevant parties (the school authority and
ministry). We should also make sure that the necessary resources such as
references, stationery and research assistants are available. While collecting data,
we may also consider the following:
ACTIVITY 10.6
For the action you wish to try out in Activity 10.4, suggest the data that
you wish to collect to observe the effects of the action.
Analysis and interpretation of data give useful meaning to it, especially when it
comes to understanding the data in the context of the said research. Once we
have collected our data, we must analyse the data objectively. Basically, data can
be classified as:
The explanation of one’s reflection will enable the person to improve his or her
professional performance. Reflective thinking can be practised during the
following times:
By doing so, we take a few moments to look back at the entire process that we
have gone through and reflect on our actions. We may also consider some of the
following questions:
In addition, we should also think about the learning process that we have
experienced as a result of completing the research. We may also consider some of
the following questions:
ACTIVITY 10.7
Suggest how the data required in Activity 10.6 should be collected from
the respondents.
Title Page
Acknowledgement
Abstract
Table of Content
List of Tables
List of Figures
List of Appendices
1. 0 Introduction
1.1 Introduction
1.2 Teaching and Learning Reflection
1.3 Reflection about Educational Values
2.0 Research Focus
2.1 Research Issue
2.2 Literature Review Related to the Research Issue
By now, you should know the meaning, aim and characteristics of an action
research.
Actions Participative
Collaborative Practitioners
Cyclic Reflective
1. Explain, in your own words, the meaning of the terms “research‰ and
„action‰, and the combined terms of “action research‰.
Answers
TOPIC 1: TEACHER AND MATHEMATICS EDUCATION
Activity 1.1
Refer Appendix 1.1.
Self-Test
1. (i) Integration of knowledge, values and language;
(ii) Integration of mathematics with other branches of knowledge;
(iii) Integration of various topics in mathematics; and
(iv) Integration of mathematics learned in the classrooms with those
experiences outside the classrooms.
subject for students who intend to continue their studies in science and
technology.
Activity 2.1
The five strands of proficiency in mathematics are:
(1) Conceptual understanding;
(2) Procedural fluency;
(3) Strategic competence;
(4) Adaptive reasoning; and
(5) Productive disposition.
Activity 2.2
Round or adjust
Activity 2.3
Estimation helps students to become better problem solvers, facilitate
computation, think quantitatively, reason numerically, check an intermediate
value when a long string of calculations depends on the accuracy of earlier
calculations.
Activity 2.4
3925 rounds to 3900
- 1495 rounds to - 1500
2400
Activity 2.5
Self-Test
1. Computational tools that are frequently used by students are mental
computation, estimation, written computation, abacus, calculator, Base 10
Block and Cuisenaire rod.
1 5
2. Estimate of 5 4 .
6 8
1 5
5 > 5 and 4 < 5. The answer must be greater than 0,
6 8
because 5 5=0
1 5
5 < 6 and 4 < 5. The answer must be less than 1,
6 8
because 6 5 = 1. (Exact answer is 13/24).
4. (a) 2 + 4 + 1 + 6 = 13
(b) Siti adds each number without taking into account the place value.
(c) The teacher may want to introduce the concept of place value. This
can be done by counting objects in groups of ten and counting the ten-
groups and the one separately. Introduce also the word twenty, thirty,
etc.
Activity 3.1
Classroom Climate
Informal, enjoyable, Formal or informal? Formal, serious, competing
friendly. Enjoyable or serious? with each other.
Friendly or competing?
Activity 3.2
Numbered Heads model
Skill: The characteristics of a cube and a cuboid.
Step 1: Divide class into groups (groups of 4).
Step 2: Each member is given numbers of 1, 2, 3, 4.
Step 3: Teacher asks students to recognise the characteristics of a cube and a
cuboid according to the characteristics listed in the table given.
Step 4: Teacher asks a question and group members work together to get the
answer. Teacher then asks certain students, for example students with
number Â3Ê of each group to answer the question. Teacher poses
questions to other students.
Activity 3.3
Sub-topic: Area of 2-D shape.
Activity 3.4
Refer to section 3.3.3.
Activity 3.5
Learning objectives: To find the formula to calculate the area of a
triangle
l l
fold and
cut
w R w
A B
(c) Teacher asks students to compare and find a relationship between the area
of a triangle and the area of a rectangle until they discover that:
Activity 3.6
Refer to section 3.4.1.
Self-Test
1. The importance of teaching methods are:
(a) To help teachers plan effective teaching and learning strategies
according to studentsÊ ability, interest and achievement.
(b) To ensure the achievement of learning objectives during the learning
process.
(c) To stimulate studentsÊ interest and motivate them to participate
actively in their learning activities as well as to develop their thinking
skills, cognitive ability, communicative ability, and organising ability.
Induction method:
To derive certain mathematics principle, theorem, formula, or law.
Deduction method:
To derive a new mathematics principle, theorem, formula, or law from
the existing mathematics principles, theorems, formulas, or laws.
Example:
(a) Derive the formula of area of a triangle from the formula of area of
a rectangle.
(b) Derive the formula of area of a trapezium from the formula of
area of a rectangle.
Procedure:
(a) Teacher asks the students to work in groups of five.
(b) Students are given several unit squares and they are required to form
the shape A, B, C, D, and E.
(c) Students are guided to count the number of squares in each shape to
obtain its area and fill in the table below:
Formula of
Number of Length Width
Shape Area
Squares (Area) (l) (w)
l w
A
B
C
D
E
A B C
D E
(d) Students are then guided to use their previous knowledge about the
characteristics of a square and rectangle (i.e. length, width) and other
information from the above activity to complete the table.
(e) Students are asked to compare and analyse all the information in the
table. They need to have some discussion among them.
Activity 4.1
Implications of Constructivist Theory to teachers are:
(a) Teaching is a student-centered activity;
(b) It is designed to give the opportunity for students to construct new
knowledge and solve problem based on their prior knowledge; and
(c) The teacher becomes a facilitator.
Activity 4.2
The advantages of using constructivist approach in the classroom are students
become more confident, understand more, increase their memory, have more
social skills, become more interested in learning and able to think more.
Activity 4.3
Formula: Total number of squares in (n x n) square is the sum from 1 to n2.
Number of squares in a (6 6) square = 12 + 22 + ......... + 62
= 1 + 4 + 9 + 16 + 25 + 36 = 91.
Activity 4.4
The meaning of ÂtransferringÊ is Âlearning helps students to transfer their existing
knowledge, that is, what they already know to new knowledege, by allowing
them to build the new knowledge themselves so that they can retain their dignity
and develop confidenceÊ.
Activity 4.5
The tasks are to Âlist six real life situations that are opposite in nature then,
represent these situations as integers and illustrate on the number lineÊ. All the
three (3) objectives are tested in the Assessment, if at least one of the situations
involves negative integer.
Self-Test
1. According to the constructivist approach, a classroom teacher has to
supervise learning activities, acts as a consultant, helps students only when
necessary, motivates students to reflect; and accepts different solutions
from them.
(c) The five REACT elements found in the lesson plan are:
(i) Relating Âopposite numbersÊ to opposite Âup and downÊ.
(ii) Experiencing the Âhands-onÊ using number line.
(iii) Applying the concept of ÂintegersÊ to Âmarching 12 steps to the leftÊ.
(iv) Cooperating in class during problem-solving session.
(v) Transfering basic knowledge of Âwhole numbersÊ to new
knowledge of ÂintegersÊ.
Activity 5.1
As mathematics teachers, to narrow the gap between mathematics and real life
problems, we can ask our students to solve real life problems which are related to
the concepts that we are teaching. Other than real, these problems should be
contextual in nature.
Activity 5.2
Understanding the problem is the most important step because we cannot solve a
problem until we fully understand what we should look for. We also need to
look for clues and information, and then identify quantities and the unknowns.
Activity 5.3
We can relate Mr EngguÊs problem to the concept of set, that is, the sets of {wild
cat, rabbit, flower}, {wild cat, rabbit}, {wild cat, flower}, {rabbit, flower}, {wild
cat}, {rabbit}, {flower}, and { }.
Activity 5.4
There is a pattern of the number of pairs of rabbits from March onwards, that is,
the number of pairs is equal to the sum of two numbers of pairs before it. 3 = 1 +
2, 5 = 2 + 3, 8 = 3 + 5, 13 = 5 + 8, 21 = 8 + 13,........., 233 = 89 + 144.
Activity 5.5
One possible answer, if students have wrongly encoded the answer, is: Âw = 2Ê.
The question is: What is the price of a durian and watermelon? The answer
should be: The price of durian is RM 4.00 and the price of watermelon is RM 2.00.
Self-Test
1. Learning of mathematics through problem solving will produce highly
confidence, competitive, innovative and creative students. It also promotes
higher order thinking, decision making and strength in facing the
challenge.
HEAD OR
TAIL
Activity 6.1
The five steps in preparing the overall lesson plan are:
(a) Study the whole curriculum specifications;
(b) Divide the one-year content into two semesters;
(c) Divide the semester content into weekly content;
(d) Divide the weekly content into daily content; and
(e) Prepare daily lesson plan.
Activity 6.2
The three components of the daily lesson plan are:
(a) Preparation that deals mainly with identifying learning outcomes and basic
knowledge required;
(b) Presentation that deals mainly with the teaching-learning activities; and
(c) Conclusion that deals with consolidation, evaluation and closure.
Activity 6.3
A good daily lesson plan will boost teachersÊ confidence in delivering their
lesson, especially at the early stage of their teaching career or when they are
teaching a new topic. It can also become a checklist that reminds teachers about
the teaching-learning activities they should closely follow.
Activity 6.4
Evaluation in Development Stage is a plan for questions to check studentsÊ prior
knowledge, questions to stimulate brainstorming among students or challenge
students to investigate specific mathematical ideas, and questions to measure
studentsÊ achievement of the learning outcomes.
Activity 6.5
In this example, students worked in pairs, that is, a group of two. They took
turns to count the counters and their partners checked the counting to make sure
the counting was correct. Besides correcting each other, each partner praised the
other for successfully counting up to 10.
Self-Test
1. Yes, effective teaching begins with thoughtful planning. In the planning,
teachers must make decisions about what content to emphasise, which
pedagogical approaches to use, and when and how to assess studentsÊ
progress, which will make the teaching more effective.
(b) The presentation component consists of two parts, that is, set
induction and development of teaching-learning activities. Set
induction covers the warm up activity which will help students to get
started to do mathematics as soon as they enter the classroom. It is
also a way to introduce a new topic and provide opportunity for
students to brush up their prerequisite skills. Development of
teaching-learning activities covers skill development, teaching and
learning activities, use of resources and inculcation of moral values.
(c) As an example, teachers wish to plan the set induction for the learning
outcome that Âthe students should be able to deduce the formula for
the total number of smaller squares for a given larger squareÊ
(example given in Topic 4). As set induction, teachers may want to
show their students some square figures of different sizes. They may
then ask their students of what they know about squares, that is, in
terms of the length of their sides. Then, teachers can show their
Copyright © Open University Malaysia (OUM)
ANSWERS 231
students squares with grid lines and ask them how many squares they
can see. As a prerequisite skill, teachers may want to check how they
calculate the square of a number, say from 1 to 10. If teachers find out
that students are not familiar with the characteristics of a square or
the square of numbers, teachers should revise the basic knowledge,
before they start teaching the new concept.
Activity 7.1
In self-directed learning, students determine the topics they want to learn within
a particular content area. In self-accessed learning, students search for and locate
information about specific topics from online resources. Students are encouraged
to evaluate their own progress within a particular topic and from the feedback
given (online quizzes, forums, etc). In self-paced learning, students determine
their own pace in acquiring the prescribed knowledge and skills in the various
content areas within the syllabus when using courseware or Internet. This
strategy encourages step-by-step learning in which students monitor their own
progress.
Activity 7.2
Students use drawing tools such as MS Paint to draw shapes, write numbers, etc.
Activity 7.3
The school needs to provide ICT facilities such as computer rooms and
computers with Internet access, educate the students on how to select reliable,
accurate and suitable web-based resources for learning.
Activity 7.4
The World Wide Web offers a great wealth of information, as well as the
opportunity for people to express themselves and exchange ideas. Some of the
information may or may not be relevant to achieve the learning outcomes of the
subject matter. So, we need to evaluate the web-based resources based on source,
accuracy, currency, objectivity, purpose and coverage.
Activity 7.4
Refer to section 7.4.1
Self-Test
1. The status of using computer in teaching and learning mathematics in
schoolsdepends on the computer facilities available. The situation depends
on the environment of the school. So, the answer depends on the school
you are teaching.
Activity 8.1
One earlier application of computers in mathematics teaching and learning was
to carry out drill-and-practice using computers, in which students were given a
lot of questions to be tried out on their own and their answers could be checked
by computers.
Activity 8.2
An example of deductive reasoning in understanding the meaning of area is by
giving the formula of area of a rectangle as length multiplied by breadth with a
few examples. Students will understand the meaning of area through the
examples and exercises.
Activity 8.3
Discuss with your course mates.
Activity 8.4
Students can draw squares of various sizes and compute the perimeter of each
square as four times the length of its side and check the answer using GeometerÊs
Sketchpad. They should be able to remember that the perimeter of a square is
four times the length of its side.
Activity 8.5
One way of using internet to facilitate collaborative learning is to have an online
forum, in which each student can pose question(s) or explain his/her
understanding of certain concept, and other students will participate in giving
answers or comments.
Self-Test
1. Mathematics teaching and learning have evolved from talk-chalk-and-
board to using of computers, and from deductive approach to inductive or
investigative approach. Technology has virtually bring the world of
mathematics to students in classroom.
(c) The teacher can ask his/her students to draw rectangles of various
sizes and find their areas by counting the number of unit areas (using
the grid of coordinates) covered by the rectangles and check the
answers using GeometerÊs Sketchpad. Students will finally discover
that the area of a rectangle is equal to the length multiplied by
breadth.
Activity 9.1
Discuss with your course mates.
Activity 9.2
Under the individual factors, students are not interested to learn due to the lack
of intrinsic or internal motivation, such as, not clear of what they want to do later
in their life. For example, having in mind their career path can motivate them to
study harder.
Activity 9.6
Asking students to do extra work about things that they already know will not
benefit them. In fact, the extra work can be a burden to them. Enrichment
activities should be focused on the application of knowledge which will help
them getting better grade.
Activity 9.7
Steps for planning a good remedial activity are:
(1) Planning and administering screening tests;
(2) Planning and administering diagnostic tests;
(3) Planning remedial activity;
(4) Evaluating achievement; and
(5) Making decisions.
Activity 9.8
The errors made by the student were subtracting smaller numbers from the
bigger numbers when the smaller numbers were at the top. The misconception
was on the procedure for subtracting numbers, without proper understanding of
subtraction and value of numbers.
Activity 9.9
The positive aspects are:
(a) Students are made aware of a variety of subtraction problems in set
induction;
(b) The same problems can be used to check studentsÊ ability; and
(c) The use of match sticks is more concrete and it will help students to
understand subtraction.
Self-Test
1. Some of the factors that affect studentsÊ learning and performance are the
lack of a condusive learning environment, lack of time to study since they
may be working to earn extra income, and lack of motivation to learn from
their parents.
2. The five procedures that can be used to identify students who need
mathematics remedial program are observation, questioning, interview,
reviewing studentÊs work and test.
(c) The errors made by the student were subtracting smaller numbers
from the bigger numbers when the smaller numbers were at the top.
The misconception was on the procedure for subtracting numbers,
without proper understanding of subtraction and value of numbers.
One remedial activity to overcome the misconception is to coach
students do the following calculations:
(i) Use one-digit and two-digit numbers, with all top digits bigger
than all bottom digits, to demonstrate the subtraction concept
and process, for examples:
9 29
-5 -13
4 16
23
-19
4
From this exercise, we hope students can understand that they should
subtract bottom number from top number. They should use one unit of top-
left digit and top-right digit to do the subtraction, when the top-right digit
is smaller than the bottom-right digit. Again, the process will be easier for
students to understand if we use, for example, bundles of 10 match sticks as
follows:
Activity 10.2
An action research is a collaborative study with the aims of improving
rationality, justice, understanding and situations of practices by means of
collaborative planning, actions and reflection on the effects of these actions.
Activity 10.3
Action research can help us as teachers to constantly improve our teaching
practices by studying our students and school syllabus, reflecting on our
teaching, and developing our own questions, strategies and intervention, so that
we can become effective teachers.
Activity 10.4
One example of action research we can try out is cooperative learning, that is, to
have a mixed group of low, moderate and high ability students in the same class;
and plan the teaching in such a way that the high ability students will help out
those with low and moderate abilities.
Activity 10.6
As for the effects of cooperative learning, we may want to collect qualitative data
such as group dynamics, studentsÊ attitude, their interest and motivation to
learn; and also quantitative data such as individual scores and group average
scores in mathematics test.
Activity 10.7
We may use a check list to observe group dynamics; interviews to find out
studentsÊ attitude, interest and motivation to learn; and mathematics test to
obtain individual test scores and group average test scores.
Self-Test
1. Research is a systematic and disciplined inquiry, whereas action relates
directly to oneÊs practices in a social situation. When „action‰ combines
with „research‰, it refers to practices disciplined by systematic inquiry.
2. The main aim of action research for practitioners is to help us improve our
classroom practices. It allows us to logically address issues that affect
teaching and learning activities in our classrooms.
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