SUMMARY OF COURSE INFORMATION

1. Name of Teaching of Measurement, Geometry and Data Management

Course/Module Pengajaran Sukatan, Geometri dan Pengurusan Data
2. Course Code MTES3093

3. Name(s) of
Nik Noralhuda binti Nik Mohamed
Academic Staff

4. Rasionale for This course is offered to enable students to apply 21st century learning skills and
Inclusion of Course appropriate pedagogical content knowledge to teach Measurement, Geometry and Data
in the Programme Management in primary schools.

5. Semester and Year

Semester 2 Year 2
Offered

6. Total Student
Total Guided and Independent
Learning Time Face-to-face Non Face-to-face
Learning Hours
(SLT)

L = Lecture L T P A L T P A
T =Tutorial
125
P= Practical 15 30 - 2.5 30 30 17.5
A= Assessment

7. Credit Value 3

8. Prerequisite (if any) None

9. Course Learning At the end of this course, students will be able to:
Outcomes (CLO)
1. Acquire the pedagogical content knowledge by connecting mathematical content with
suitable pedagogies in the areas of Measurement, Geometry and Data Management
(C2, A4, PLO1)
2. Build appropriate resources in groups for the teaching and learning of Measurement,
Geometry and Data Management (C3, P6, PLO2, PLO5, TS1)
3. Discuss teaching-learning issues related to Measurement, Geometry and Data
Management based on classroom practices and reputable references on research
findings (C5, A4, PLO3, PLO6, CTPS3, LL2)
4. Plan teaching and learning activities related to daily life for Measurement, Geometry
and Data Management using various pedagogies based on 21st century learning skills
(C6, PLO3, CTPS4)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
Complex overt response

Internalising values
Guided response

(Characteriation)
Understanding

CLO
Remembering

Responding
Mechanism

Origination

Organising
Adaptation
Perception
Evaluating
Analysing

Receiving
Applying

Creating

Valuing
Set

C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
1 x x

2 x x

3 x x

4 x

10. Transferable Skills Critical thinking and problem solving skills (CTPS4),
Teamwork skills (TS1),
Lifelong learning and information management skills (LL2)

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11. Teaching-learning
and Assessment Teaching and learning strategies:
Strategies Lecture, group activity, individual activity, discussion, presentation, demonstration, and
simulation

Assessment strategies:
The achievement of students in this course is determined through two forms of assessment,
that is, examination (30%) and coursework (70%)

Programme Learning Teaching and learning

Assessment types
Outcome (PLO) Strategies

Lecture, discussion and

PLO1 – Knowledge
PLO2 – Practical skills
Written test
group activity
Demonstration and group
Resource production (in
activity to build resources
groups)

PLO3 – Scientific, critical Written test

thinking and problem solving Simulation and case study
skills Report writing of case
study
Resource production (in
PLO5 – Teamwork skills Group work
groups)

PLO6 – Lifelong learning

Report writing of case
and information Case study
study
management skills

12. Synopsis This course encompasses the learning of mathematics in the 21st centur, teaching of
Measurement (Length, Mass and Volume of Liquid); teaching of Time, teaching of Geometry
(Space) and teaching of Data Management.

Kursus ini merangkum pembelajaran matematik abad ke-21; pengajaran Sukatan (Ukuran
Panjang; Jisim dan Isi Padu Cecair); pengajaran Masa dan Waktu; pengajaran Geometri
(Ruang) dan pengajaran Pengurusan Data.

13. Mode of Delivery Lecture and tutorial

14. Assessment Final Examination : 30%

Methods and Types Coursework : 70%
Types of
Methods of Assessment Percentage
Assessment
Written Test Final Examination 30

Quiz 1 (30 min) to assess CLO1 - Topics 2 and 3 10

Quiz 2 (30 min) to assess CLO1 - Topics 4 and 5 10

Resource production in groups for the teaching and 15

Coursework learning of Topics 2, 3, 4 or 5 (Task to assess CLO2)

Case study report (1200 words) related to teaching- 35

learning issues on the use of resources to teach
Measurement, Geometry or Data Management &
suggestions for improvement - Task to assess CLO3 and
CLO4 –

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15. Mapping of the
Course Learning PEO 1 PEO 2 PEO 3 PEO 4 PEO 5 PEO 6
Outcomes to the
Programme CLO 1 x
Educational
CLO 2 x x
Objectives
CLO 3 x x

CLO 4 x

Programme Educational Objectives (PEO)

PEO1 Knowledgeable (LO1) and possess practical skills (LO2) in the teaching
profession in line with the needs of the organisation and clients

PEO2 Generate solutions to problems (LO3) in the teaching profession through

scientific approach (LO3) innovatively, creatively and ethically (LO8)

PEO3 Communicate(LO4) effectively to uphold Bahasa Melayu as a language of

knowledge and strengthen the use of the English language

PEO4 Able to seek and manage relevant information from various sources (LO6)

PEO5 Demonstrate entrepreneurial and managerial skills (LO7) and realise the
needs of lifelong learning (LO6) for career development

PEO6 Possess values and professionalism (LO8), leadership qualities(LO9),

social skills; responsible and able to work as a team (LO5)

Course Learning Outcomes (CLO)

Acquire the pedagogical content knowledge by connecting mathematical
CLO1 content with suitable pedagogies in the areas of Measurement, Geometry
and Data Management (C2, A4, PLO1)
Build appropriate resources in groups for the teaching and learning of
CLO2 Measurement, Geometry and Data Management (C3, P6, PLO2, PLO5,
TS1)
Discuss teaching-learning issues related to Measurement, Geometry and
CLO3 Data Management based on classroom practices and reputable
references on research findings (C5, A4, PLO3, PLO6, CTPS3, LL2)
Plan teaching and learning activities related to daily life for Measurement,
CLO4 Geometry and Data Management using various pedagogies based on 21st
century learning skills (C6, PLO3, CTPS4)

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16. Mapping of the
Course Learning PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8 PLO 9
Outcomes to the
Programme CLO 1 x
Learning Outcomes
CLO 2 x x

CLO 3 x x

CLO 4 x

Programme Learning Outcomes (PLO)

PLO1 Use knowledge and understanding related to theories and principles of

teaching and learning in mathematics education
PLO2 Demonstrate practical skills to solve problems in mathematics education
for constructing learning experiences appropriate to the level of pupils’
development
PLO3 Apply self-reflection, problem solving skills, scientific skills and creative
thinking in the field of teaching
PLO4 Communicate and cooperate effectively with various parties in the global,
economical, environmental and local contexts
PLO5 Possess the capability and commitment to implement responsibilities in
working as a team
PLO6 Possess the ability to manage information and the expectation of needs as
well as the capacity to engage in lifelong learning
PLO7 Demonstrate managerial and entrepreneurial skills as well as the need to
respond to change
PLO8 Practise professional values, attitude and ethics in the teaching profession
PLO9 Demonstrate leadership abilities and competence as an agent of change
in the teaching profession

Course Learning Outcomes (CLO)

Acquire the pedagogical content knowledge by connecting mathematical

CLO1 content with suitable pedagogies in the areas of Measurement, Geometry
and Data Management (C2, A4, PLO1)
Build appropriate resources in groups for the teaching and learning of
CLO2 Measurement, Geometry and Data Management (C3, P6, PLO2, PLO5,
TS1)
Discuss teaching-learning issues related to Measurement, Geometry and
CLO3 Data Management based on classroom practices and reputable
references on research findings (C5, A4, PLO3, PLO6, CTPS3, LL2)
Plan teaching and learning activities related to daily life for Measurement,
CLO4 Geometry and Data Management using various pedagogies based on 21 st
century learning skills (C6, PLO3, CTPS4)

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 Face-to-face

Non Face-

Interaction
Interaction

to-face

Total
Content Outline of the Course and the Student Learning
17. Time for Each Topic

Assessment

Assessment
Practical

Practical
Lecture
Tutorial

Lecture

Tutorial
1. Twenty-first Century Learning for Mathematics
 The 21st Century Learning Model
- Learning skills, literacy skills, living skills, and
leadership skills
 Characteristics of the 4C Learning Model
- Communication, collaboration, critical thinking,
and creativity
 Pedagogies for the 4C Learning Model
- Learning mathematics via communication 2 4 4 4 14
- Cooperative learning
- Learning mathematics via problem solving
- Structured problem solving
- Project based learning
- Outdoor mathematics
- Learning mathematics via game
- Learning mathematics via literature

2. Teaching of Measurement – Length, Mass, and

Volume of Liquid
 Explain pedagogical content knowledge of
Measurement
- Basic concept: Measuring processes
- Stages of conceptual development of
measurement
- Roles of non-standard units in developing
measurement concepts
- Roles of estimation in reinforcing measurement
skills
- Common errors and misconceptions in
Measurement
 Build appropriate resources for teaching and learning
of Measurement: Length, Mass, Volume of Liquid
 Use the 4C pedagogies to design and self-evaluate
teaching and learning activities for the following 4 8 8 8 28
subtopics in (a) Length, (b) Mass, and (c) Volume of
Liquid:
- Identify attributes
o perceptual comparison
o direct comparison
o indirect comparison
- Recognise various non-standard and standard
units
- Estimate and measure in (a) non-standard units,
and (b) standard units
- Relationships and conversion between standard
units
- Computation involving measurement
- Applications of measurement in daily life
 Identify teaching-learning issues based on classroom
practices and research findings for Measurement

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3. Teaching of Time
 Explain pedagogical content knowledge of Time
- Basic concept: instantaneous time and duration
of time
- Stages of conceptual development of time
- Units of measurement for time: non-standard
units and standard units
- Measuring tools for time: modern clock and
ancient clock
- Common year and leap year
- Common errors and misconceptions in time
 Build appropriate resources for teaching and learning
2 4 4 4 14
of Time
 Use the 4C pedagogies to design and self-evaluate
teaching and learning activities for the following
subtopics in Time:
- 12-hour and 24-hour systems of telling time
- Conversion between units of measurement for
time
- Compute duration of time in any unit
- Operations involving time
- Application of time in daily life
 Identify teaching-learning issues based on
classroom practices and research findings for Time
4. Teaching of Geometry – Space

 Explain pedagogical content knowledge of Space

- Basic concepts of space: point, straight line,
parallel lines, perpendicular lines, location on a
plane, angle
- Meanings of various polygons and polyhedra
- Stages of conceptual development of space
- Common errors and misconceptions in Space
 Build appropriate resources for teaching and learning
of Space
 Use the 4C pedagogies to design and self-evaluate
teaching and learning activities for the following
subtopics in Space:
- Geometric language and properties of two-
dimensional and three-dimensional shapes
- Right angle, acute angle and obtuse angle on
basic two-dimensional shapes 4 8 8 8 28
- Parallel lines and perpendicular lines on basic
two-dimensional shapes
- Axes of symmetry of two-dimensional shapes
- Classification of two-dimensional and three-
dimensional shapes
- Nets of three-dimensional shapes
- Determine area and perimeter of two-
dimensional shapes using squared grid and
formulae
- Determine volume of three-dimensional shapes
using unit cubes and formulae
- Cartesian Coordinate System – first quadrant
- Applications of Space in daily life
 Use of dynamic mathematics softwares in Space
 Identify teaching-learning issues based on
classroom practices and research findings for
Space

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 5. Teaching of Data Management
 Explain pedagogical content knowledge of Data
Management
- Statistical investigation steps: (a) formulate
questions, (b) collect data, (c) represent data in
graphic forms, (d) analyse data, (e) interpret
results
- Common errors and misconceptions in Data
Management
 Build appropriate resources for teaching and learning
of Data Management
3 6 6 6 21
 Use the 4C pedagogies to design and self-evaluate
teaching and learning activities for the following
subtopics in Data Management:
- Collecting data
- Pictograph, bar chart and pie chart
- Mode, median, mean and range
- Interpreting data
- Application of Data Management in daily life
 Identify teaching-learning issues based on classroom
practices and research findings for Data
Management
Coursework 1 13 14
Revision for Examination 4.5 4.5
Examination 1.5 1.5

Total 15 30 2.5 30 30 17.5 125

Face-to-face Non Face-to-face

TOTAL FACE-TO-FACE AND NON FACE-
TO-FACE LEARNING TIME Lecture 15 30

Tutorial 30 30

Quiz 1 0.5 1.5

Quiz 2 0.5 1.5

Teaching-learning
- 3
resource production

Case study report

- 7
(1200 words)

Final examination 1.5 4.5

Total 47.5 77.5

Total Student
125
Learning Time

Credit hours 3

18. Main References Reys, R., Lindquist M. M., Lambdin, D. V. & Smith, N. L. (2012). Helping children learn
mathematics. (10th ed.). USA: John Wiley and Sons.
Cathcart, W. G.; Pothier,Y.M.; Vance,J.H.; & Bezuk,N.S. (2011). Learning mathematics in
elementary and middle schools. A learner-centered approach (5th ed.). Boston:Pearson.
Serow, P., Callingham, R., & Muir, T. (2014). Primary Mathematics : Capitalising on ICT for
today and tomorrow. Victoria: Cambridge University Press.

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 Additional Haylock, D. & Manning, R. (2014). Mathematics explained for primary teachers. (5th ed.).
References London: Sage
Tipps, S., Johnson, A. & Kennedy, L. M. (2011). Guiding children's learning of mathematics
(12th ed.). USA: Wadsworth Cengage Learning.
Lambros, M. A. (2002). Problem-Based Learning in K-8 classrooms: A teacher's guide to
implementation. USA: Wake Forest University.
Leong, C. K., Teoh, B. T. & Warabhorn, P. (2012). Introduction of the Bansho plan to primary
school mathematics teachers: A Case Study. In A. L. White & U. H. Cheah (Eds.),
Transforming School Mathematics Education in the 21 st Century (pp. 33-44). Penang,
Malaysia: SEAMEO RECSAM.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide
for the 21st century skills. Retrieved on March 5th 2015 from
http://www.p21.org/storage/documents/P21_Report.pdf
Jerald,C.D. (2009). Defining a 21st century education. The centre of public education.
Retrieved on March 8 2015 from
http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.
pdf

Additional
19. None
Information

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 COURSE LEARNING OUTCOMES – PROGRAMME LEARNING OUTCOMES MATRIX
MTES3093 Teaching of Measurement, Geometry and Data Management (3 Credits)

PROGRAMME LEARNING OUTCOMES Teaching and

COURSE LEARNING OUTCOMES Learning Assessment
PLO PLO PLO PLO PLO PLO PLO PLO PLO Strategies
1 2 3 4 5 6 7 8 9
1. Acquire the pedagogical content
knowledge by connecting
Lecture, Written test
mathematical content with suitable
x discussion and
pedagogies in the areas of group activity Quizzes 1 and 2
Measurement, Geometry and Data
Management (C2, A4, PLO1)

2. Build appropriate resources in groups Written test

Demonstration
for the teaching and learning of and activity to
Production of
Measurement, Geometry and Data x x build resources
resources in groups
Management
(C3, P6, PLO2, PLO5, TS1) Group activity

3. Discuss teaching-learning issues

related to Measurement, Geometry Written test
and Data Management based on Simulation and
classroom practices and reputable x x
case study Report writing of
references on research findings. case study
(C5, A4, PLO3, PLO6, CTPS3, LL2)

4. Plan teaching and learning activities

related to daily life for Measurement, Group work and
Geometry and Data Management simulation
using various pedagogies based on x Report writing of
21st century learning skills. case study
Case study
(C6, PLO3, CTPS4)
Lecture,
discussion
Written test
group activity
Quiz
Demonstration
OVERALL x x x x x Production of
activity to build
resources in groups
resources
Report writing of
Simulation
case study
case study

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Panel Members:

No. Name Academic Qualification

PhD. (Psychometric & Education Evaluation)

1 Dr Leong Chee Kin M. Ed (Psychometric and Educational Testing )
B. Sc. (Hons) Mathematics

2 M. Ed (Curriculum & Instruction)

Pn. Parimalarani Sivasubramaniam
B. Sc. Ed (Hons) Biology/Mathematics
M. Ed.(Psikometrik dan Pengujian Pendidikan)
3 Pn. Teh Kim Hong B. Sc.(Hons)
Sijil Guru

4 M. Ed – Curriculum & Instruction

En. Gan Teck Hock
B. Sc & Ed (Hons) - Matematik

Consultants:

No. Name Designation University/Division

1 Dr Munirah Ghazali Professor Universiti Sains Malaysia (Pulau Pinang)

2 Dr Kor Liew Kee Associate Profesor Universiti Teknologi MARA (Kedah)

3 En. Aziz bin Naim Curriculum Officer Bahagian Pembangunan Kurikulum, KPM

4 En. Goh Thian Hee Lecturer IPG Kampus Pulau Pinang

Translation Panel:

No. Name Academic Qualification

Ed.D. (Educational Technology & Multimedia)

1 Dr. Jong Cherng Meei M.Ed. (Educational Technology)
B.A.Ed. (Hons) (Double major - Mathematics & English Language)

Ph.D. (Mathematics Education)

2 Dr. Lam Kah Kei M.Ed. (Curriculum and Instruction)
B.Sc.Ed. (Hons) Biology (Major) Mathematics (Minor)

3 M.Ed. (Mathematics Education)

Ms. Teoh Sooi Kim
B.Sc.Ed. (Hons) Mathematics (Major) Chemistry (Minor)

4 M.Ed. (Curriculum & Instruction)

Mr. Gan Teck Hock
B.Sc.&.Ed. (Hons) (Mathematics)

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