TMP2023

TEACHING SECONDARY SCHOOL MATHEMATICS by Dr Mohd Uzi bin Dollah Faculty of Science and Technology Universiti Pendidikan Sultan Idris Lecture 2

Objectives of the lecture:

Introduction - Education development in Malaysia. ii. Focus of NEP iii. The aims of ISSCM i.

Education Development in Malaysia

 The Malaysian mathematics curriculum has undergone several significant changes since independent.

The late of 80s KBSM was 80 implemented

 In the late of 80s, as part of the nation-wide nationcurriculum reform based on the National Philosophy of Education, the mathematics has undergone some significant changes. i.e: KBSR (started from 1983) & KBSM (started from 1989).  It is based on the vision that, mathematics is a dynamic subject, coherently connected within subject, itself and almost all other area of study, and that study, the main purpose of its study is to solve the problem. problem.

The Integrated Curriculum for Secondary School (ICSS/KBSM)

 A cabinet committee was formed to study the implementation of the education policy in 1979.  Base on this report, the New Curriculum for the Primary School (KBSR- the acronym in Malay) (KBSRwas implemented nationally in 1983.  The KBSR was fully implemented from year one to year six in 1988.

 The committee had acknowledge that: - Curriculum for the secondary school (lower and upper) should be continuity of the primary curriculum. - This is to ensure that the basic and general education were solid and suitable to enable them to join the work force in future, or further their study until tertiary level.

 In accordance with the acknowledgement made by the Cabinet Committee: Committee: A National Education Philosophy (NEP) was formulated.  NEP was formulated with the objective of ensconcing the national educations aim and direction in producing a good person and responsible citizen.  In 1988 Ministry of Education reshuffled the secondary school curriculum.  In 1989 the new curriculum for the secondary school (KBSM) was introduced.

A1979 1

B1983

C1988 D1989

2
1 Primary School 2 Secondary School A A cabinet committee was formed 1979 B New Curriculum for the Primary School (KBSR) was implemented nationally in 1983. C The KBSR was fully implemented from year one to year six in 1988 D The new curriculum for the secondary school (KBSM) was implemented in 1989. Figure: Development of KBSR and KBSM

 The curriculum was proposed based on the NEP that state: Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produced individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, base on firm belief in God. Such an effort is design to produce Malaysian citizens who are knowledgeable and competent, who posses high moral standards, and who are responsible and capable of achieving a high level of personal well-being as well as being able to wellcontribute to the betterment of the family, society and the nation at large.

 Thus, focus of NEP is on the development of knowledgeable person that can contribute toward personal wellbeing and at the same time being able to contribute as a member of the society and nation at large.

 Based on the National Educational Philosophy, the mathematics curriculum in KBSM is planned to provide students with experiences that may consists of the: a) integration of knowledge, values and language b) Integration of mathematics with other branches of knowledge c) Integration of various topics in mathematics d) Integration of mathematics learned in the classrooms with those experiences outside the classrooms (Kementerian Pendidikan, 1989).

Related to the above, several aspects of mathematics are being given special emphasis in the mathematics curriculum. These aspects are: a) The balance between understanding of concepts and the mastery of basic skills b) The use of mathematics in real-life situations c) The development of problem solving skills d) The appreciation of history of mathematics, e) Human societal and spiritual values inherent in the subject (see also Bishop, 1991)

 The mathematics curriculum is general in nature and is structured as a continuum from Forms 1 to 5.  The content of the syllabus is planned in three areas: number, shape and space, and relations based on the assumption that generally, in real life situations, a person encounters and thus needs understanding and the attainment of appropriate skills in the areas of: a) Numbers such as in counting and calculating b) Shapes, such as recognising and identifying the properties of shapes and their measurements c) Relationships, such as to be able to recognise and using patterns, rules, general principles, laws, associations and so on in numbers and shapes.

AIM of ICSSM  The mathematics curriculum for secondary schools aims to develop individuals who are able to think mathematically, and apply mathematical knowledge effectively and responsibly in solving problems and making decisions; and  Face the challenges in everyday life brought about by the advancement of science and technology.

KBSMs Mathematics Curriculum Smart Schools Edition (1998)  In tandem with the rapid development of technology and the era of information, the mathematics curricula of the primary and secondary schools continued to be upgraded to KBSR or KBSM Smart Schools edition.

The objectives of mathematics curriculum smart schools edition (CDC, 1998):

i. Know and understand definitions, concepts, laws, principles and theorems related to Numbers, Shape and Space, and Relationships.

ii. Enhance and widen the applications of basic fundamental skills such as addition, subtraction, multiplication and division related to Numbers, Shapes and Spaces and Relationships.

iii. Acquire basic mathematics skills (other then the four basic operations) such as:
        Making estimation and rounding Measuring and constructing Collecting and handling data Representing and interpreting data Recognizing and representing relationship mathematically Using algorithm and relationship Solving problems Making decision

iv. Communicate and reason mathematically v. Applying knowledge and skills of mathematics in solving problem and making decisions responsibly and effectively in daily life. vi. Relate mathematics with other area of knowledge

vii. Use suitable technologies in concept building, acquiring skills, solving problem and exploring the field of mathematics. viii. Cultivate mathematical knowledge and skills effectively and responsively. ix. Inculcate positive attitudes towards mathematics, and x. Appreciate the beauty and importance of mathematics.

Curriculum Organisation
 The content of the curriculum is presented in three areas, that is: NUMBER, SHAPE & SPACE, and RELATIONSHIP. 

In everyday situations, an individual generally needs the following: Knowledge and skills related to numbers such as counting and computing (NUMBER); Knowledge and skills related to shapes and space such as recognising the properties of shapes and working with measurements (SHAPE and SPACE); Knowledge and skills related to patterns, rules, general principles, laws, relations and others for the purpose of recognising and understanding relationships involving numbers and shape (RELATIONSHIP)

 The teaching and learning of mathematics put emphasis on the understanding of concepts and the mastery of skills in the three areas stated above, as well as the use of mathematics to solve problems in various situations.  As such, the following areas require attention during the teaching and learning process:

 development of problem solving skills that involves four main steps namely interpreting the problem, planning the strategy, carrying out the strategy, and reflecting on the solution obtained so that pupils can effectively solve problems in daily life; development of logical, systematic and creative thinking skills together with reasoning skills so as to produce an individual who is able to think logically and rationally; and inculcation of the intrinsic value of mathematics and the values of Malaysian society which include being systematic, accurate, diligent, confident, not wasteful, moderate and cooperative, all of which contribute towards becoming a responsible citizen.

Thanks.

Lecture 3

Objectives of the lecture:

i. The aims of ISSCAM. ii. Analyse the ICSSM & ICSSAM

The KSBMs Additional Mathematics Curriculum

 Additional Mathematics is an elective subject in secondary schools, which caters to the needs of pupils who are inclined towards Science and Technology.

AIM of ICSSAM  The Additional Mathematics curriculum for secondary schools aims to develop pupils with in-depth mathematical knowledge and ability, so that they are able to use mathematics responsibly and effectively in communications and problem solving, and are prepared to pursue further studies and embark on science and technology related careers.

OBJECTIVES: The Additional Mathematics curriculum enables pupils to: 1. Widen their ability in the fields of number, shape and relationship as well as to gain knowledge in calculus, vector and linear programming, 2. Enhance problem-solving skills, 3. Develop the ability to think critically, creatively and to reason out logically,

4. Make inference and reasonable generalisation from given information, 5. Relate the learning of Mathematics to daily activities and careers, 6. Use the knowledge and skills of Mathematics to interpret and solve reallife problems,

7. Debate solutions using precise mathematical language, 8. Relate mathematical ideas to the needs and activities of human beings, 9.Use hardware and software to explore mathematics, and 10. Practice intrinsic mathematical values.

CURRICULUM ORGANISATION The contents of the Additional Mathematics curriculum are organised into two learning packages:

 The Core Package:

 which is compulsory for all pupils comprises of five components namely:
 Geometry  Algebra  Calculus  Trigonometry  Statistics

 The Elective Package:

 consists of two application packages:
 Science and Technology Application  Social Science Application

 Pupils need to choose only one application package from the Elective Package based on their inclination and field of interest:
 The Science and Technology Application Package,  The Social Science Application Package.

 In the Core Package, each component consists of topics related to a branch in mathematics & each component are organised hierarchically with the easier topics followed with more complex ones.

ELECTIVE PACKAGE  The Elective Package consists of two application packages (Pupils are to choose only one application package):  Science and Technology Application Package AST1. Solutions of Triangles 1. Sine rule. 2. Cosine rule. 3. Areas of triangles.  AST2. Motion Along a Straight Line 1. Displacement. 2. Velocity. 3. Acceleration.  Social Science Application Package ASS1. Index Number 1. Index number. 2. Composite index. ASS2. Linear Programming 1. Graphs of linear inequalities. 2. Solving linear programming problems.

Lecture 4

Objective of the lecture:

 Content Organization of the ICSSAM  Five Aspect Focused in KBSMs Mathematics / KBSM Add Math Curriculum

Content Organisation

 The Additional Mathematics Curriculum Specifications is prepared in a format which helps teachers to teach a particular topic effectively.

 The contents of each topic are divided into five columns: Column 1 : Learning Objectives Column 2 : Suggested Teaching and Learning Activities Column 3 : Learning Outcomes Column 4 : Points To Note; and Column 5 : Vocabulary.

i. The Learning Objectives:  Define clearly what should be taught.  They cover all aspects of the Mathematics curriculum programme and are presented in a developmental sequence designed to support pupils understanding of the concepts and skill of mathematics.

ii. The Suggested Teaching and Learning Activities:  Lists some examples of teaching and learning activities including methods, techniques, strategies and resources pertaining to the specific concepts or skills.  However, teachers are encouraged to look for other examples or make cross-references, determine teaching and learning strategies most suitable for their students and provide appropriate teaching and learning materials.

iii. The Learning Outcomes:  Define specifically what pupils should be able to do.  They prescribe the knowledge, skills or mathematical processes and values that should be inculcated and developed at the appropriate level.  These behavioural objectives are measurable in all aspects.

b. Learning outcome
 Refer to the skills or mathematical process that need to be mastered by students related to the Learning Area concerned.  They are three level of outcomes:  Level 1 (Basic)  Encompass basic mathematical skills and processes like counting and measuring, simple problem solving that can be done directly, and communicating using simple mathematical symbols.

 Level 2: Standard Encompass mathematical skill and processes up to the stage of being able to carry out calculation. Students are able to interpret mathematical concept in the form of statements, Able to solve moderate complex but routine problems  Level 3: Advanced encompasses math skills and processes up to the stage to carry out problem solving. able to interpret math concepts. ability to solve routine and non-routine problem. non-

Note: - complexity of Learning Area obviously increase from level 1 to 3. - each level, elements of thinking skill critically and creatively are developed. - cultivation of noble values and positive attitude through teaching and learning.

iv. Points To Note column:  Attention is drawn to the more significant aspects of mathematical concepts and skills.  These emphases are to be taken into account so as to ensure that the concepts and skills are taught and learnt effectively as intended.

v. The Vocabulary:  Consists of standard mathematical terms, instructional words or phrases which are relevant in structuring activities, in asking questions or setting tasks.  It is important to pay careful attention to the use of correct terminology and these need to be systematically introduced to pupils in various contexts so as to enable them to understand their meaning and learn to use them appropriately.

Note: - complexity of Learning Area obviously increase from level 1 to 3. - each level, elements of thinking skill critically and creatively are developed. - cultivation of noble values and positive attitude through teaching and learning.

Five Aspect Focused in KBSMs Mathematics / Add Math Curriculum

i. Problem solving in mathematics

   Become the focus in KBSM Teacher are encourage to stimulate mathematical problem solving based on their daily experience Teacher are expecting to provide students with varied experiences through student can work individually or in group in tackling math problem. Although teacher are free to chose strategy, but heuristic strategy as proposed by Polya (1974) are recommended.

 Four skills involved in problem solving:

              Understand the problem Devise a plan Carry out the plan Looking back Trying a simple case Trial and improvement Drawing diagram Identifying pattern Construct a table or chart Making a simulation Use analogies Working backwards Applying logical reasoning Using algebra

 Several heuristic strategies have been proposed:

ii. Communication in mathematics

 Communication can act as a means of sharing ideas and clarify the understanding of mathematics, and communication can occur through:
 The process of hearing when responds to what he/her hear and encourage him/her to make decision base on his/her knowledge. The process of reading when the individual collects and arranges information obtained and then relate it with other relevant ideas and concept. The process of visualization when observes, analyses, interprets and synthesizes the information into concrete materials like diagrams, representation in the form of tables, graphs and other manipulative materials.

An effective communication can be achieved through the following method: a. Oral communication
 Consider as two way communication  Examples:
 Storytelling, asking questions and students answer with their own word.  Structured and unstructured interview  Discussion in the form of forum, seminar, debate and brainstorming  Presentation of the complete task  Discussion through cooperative learning

b. Written communication  A process of channeling ideas and information about mathematics in form of writing.  The process can encourage student to think deeply about mathematical content and observed relationship between concepts.  Examples:
      Exercises Journals Scrap books Portfolios Project Written tests

c. Communication through representation  Representation is a process of analyzing a mathematical problem and interpreting it from one mode to another.  A mathematical representation enable students to find relationship between mathematical ideas which are informal, intuitive and abstract using laymans jargon.

iii. Reasoning in Mathematics  The main goal statements clearly states the students need to develop the ability to think logically, systemically, creatively and critically.  Although this is not clearly stated in the syllabus, teachers guides and further elaboration of the syllabus specially encourage teachers to use approaches that can simulate mathematical thinking or reasoning.

 Logical reasoning is the basis for understanding and doing mathematics  Logical reasoning in teaching and learning activities enables students understand meaningfully the natural phenomena that occur around them  Students in all stages need to be trained in investigating their guesses and predictions by using concrete materials, calculators, computers and mathematical representation others.  Reasoning can encourage student to make educated guesses or prediction in determining the solution or a discovery.

 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.

iv. Mathematical connection  There is a strong emphasis in making connections within mathematics it self and across other subjects.  Opportunity for students to understand concepts meaningfully by making connection with other concepts or conceptual.  Opportunity for student to make conceptual link to procedural knowledge  Relating topics within mathematics to other general learning areas. 

 Link mathematics ideas with concepts and daily experience, students will more aware of the importance of mathematics.  Through the introduction of certain facts concerning historical development in mathematics, the curriculum hopes that students will be able to see that mathematics has its origin and in many cultures and is developed as responses to human needs that are both utilitarian and aesthetic.

v. Application of technology  Used the application of the latest technology to develop and enrich the activities of the topics to be taught.  Usefulness of the application of technology:
 Help students understand concepts in depth, meaningful and precisely.  Opportunity for students explore mathematical ideas.  To enhance and diversity the pedagogy in teaching and learning of mathematics through the application of technology, such as computers, calculators, software, internet and other existing learning packages.
 Useful in carrying out activities such as producing materials, drilling, tutorial, revision, remedial and enrichment, simulation, computation, and learning and teaching aids.

Approach in Teaching and Learning  Teachers should use real or concrete material to help pupils to gain experience, construct abstract ideas, make inventions, build self confidence, encourage independence, and inculcate the spirit of cooperation.

 The teaching and learning materials used should contain self diagnostic elements so that pupils know how far they have understood the concepts and acquire the skills.  To assist pupils in having positive attitudes and personalities, the intrinsic mathematical values of accuracy, confidence, and thinking systematically, have to be infused in teaching and learning process. exex- used of context promoting moral values, group works promoting cooperation, and used certain topics promoting patriotism.

 Various teaching strategies such as direct instruction, discovery learning, investigation, guided discovery or other methods must be incorporated.  Among the approach that can be given consideration:


Amongst the approaches that can be given consideration include the following: Pupils-centered learning that is interesting; Different learning abilities and styles of pupils; Usage of relevant, suitable and effective teaching materials; and Formative evaluation to determine the effectiveness of teaching and learning.

 The choice of an approach that is suitable will stimulate the teaching and learning environment inside or outside the classroom.  Approaches that are considered suitable include the following: Cooperative learning; Contextual learning; Mastery learning; Constructivism; Enquiry-discovery; and Future studies.

 Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one.  Mastery learning curricula generally consist of discrete topics which all students begin together. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. Students who master the topic early engage in enrichment activities until the entire class can progress together.  based on Benjamin Blooms Learning for Mastery model

 Discovery Learning (Bruner)  Discovery learning is an inquiry-based, constructivist inquirylearning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.  Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.  As a result, students may be more likely to remember concepts and knowledge discovered on their own.  Models that are based upon discovery learning model include: guided discovery, problem-based learning, problemsimulationsimulation-based learning, case-based learning, caseincidental learning, among others.

 Inquiry-based learning Its core premises include Inquirythe requirement that learning should be based around student questions.  Pedagogy and curriculum requires students to work independently to solve problems rather than receiving direct instructions on what to do from the teacher. Teachers are viewed as facilitators of learning rather than vessels of knowledge. The teachers job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.  Inquiry-based learning is an instructional method Inquirydeveloped during the discovery learning movement of the 1960s.

EVALUATION
 Evaluation or assessment is part of the teaching and learning process to ascertain the strengths and weaknesses of pupils.  It has to be planned and carried out as part of the classroom activities.  Different methods of assessment can be conducted.  These maybe in the form of assignments, oral questioning and answering, observations and interviews.

 Based on the response, teachers can rectify pupils misconceptions and weaknesses and also improve their own teaching skills.  Teachers can then take subsequent effective measures in conducting remedial and enrichment activities in upgrading pupils performances.