EARLY CHILDHOOD CONFERENCE 2013

1. EARLY CHILDHOOD CONFERENCE 2013 PROMOTING MATHEMATICS EXCELLENCE : A COMMUNITY-BASED APPROACH • Maimoonah Ahmad maimoonahahmad@mendaki.org.sg • Ms SuriYatiBuang b853pcf@gmail.com

2. Background COMMUNITY LEADERS’ FORUM (CLF) • Employability • Move Into • Move Up • Move Between • Move Across • Family • Wrap Around Care • Community of Practice • Community Projects • Core Prenting Skills • Family Excellence Circles • Education • MajuMindaMatematika(Tiga M ) • or Progressive Mathematical • Minds • Preparatory Math and Science • Workshop for Primary 5 • Success in PSLE Mathematics • Seminar • Intensive PSLE Math • Youth • Youth In-Action (YIA) • Max Out • Integrated Programme for Teenagers (NUR) • Empowerment Programme for Girls (EPG)

3. Community Leaders Forum In 2011, a total of 255 partners were involved in running CLF programmes Mosques Community clubs Grassroots orgs Voluntary Welfare Orgs, Family Service Centres Schools

4. Partners and Beneficiaries Beneficiaries Partners

5. Education Network

6. MajuMindaMatematika (Tiga M) • MajuMindaMatematika or Progressive Mathematical Minds conceptualised and piloted in 2002; rolled out in 2004 • Targets low-income Malay/Muslim families and their pre-school children aged 4 to 6 years old

7. MajuMindaMatematika (Tiga M) Objectives: • To increase parents’ knowledge and understanding of the development of basic concepts in mathematics • To increase parents’ confidence and skills in engaging their children in home based activities that would develop problem-solving and numeracy skills • To empower parents in creating a home environment conducive to the development of children’s mathematical skills

8. Parents’ Involvement: The Key To Improved Students’ Achievement • Research by Yayasan MENDAKI • Two groups of children from Low income families • Children who passed Mathematics • Children who did not pass Mathematics • Findings: • Parental involvement is positively related to children’s • Math performance. • 58% of parenst faced difficulties in helping their • children with their studies • Recommendation: • Programs targeting parental involvement in mathematics focus on • home-based practices that do not require technical mathematical skills. • Parents to receive training, resources, and support to create home learning environments that foster high expectations for children's success in Mathematics

9. MajuMindaMatematika (Tiga M) • 6-session programme; each session 3 hours • Activities include: • Parent workshops through hands-on activities and demonstrations to develop parents’ understanding about the development of mathematical skills • Children’s activities that involve exposure to mathematical concepts • Parent-child practice session

10. MajuMindaMatematika (Tiga M) • Built on the premise of Mediated Learning Experience (MLE), describes a quality of interaction between a learner and a ‘mediator’.

11. MajuMindaMatematika (Tiga M) Parent as “Teacher”

12. MajuMindaMatematika (Tiga M) Parent as “Mediator”

13. Outcomes Immediate Intermediate Impact (Session 1-6) (Upon completion of prog.) • (6 mths after) Parents demonstrate ability to use MLE for assigned tasks: 5 Elements Intentionality / Reciprocity Meaning Transcendence Competence Self-reg. / Control of behaviour Indicator: 75% of parents able to demonstrate MLE Method: Mediation Checklist Video analysis 75% of students not in LSP (P1) Indicator: 75% of children are not in LSP Method: phone calls to participants Shift (+ve) in parents’ perception towards Math: Self ability, interest in Math, how Math skills acquired, child’s ability. Indicator: 75% of parents. Method: Pre / Post Perception Survey. Shift (+ve) perception on factors that contribute to child’s math performance: Role of parents, early exposure (Math), hard work, teacher’s role, child’s friend good in Math Indicator: 75% of parents Method: Pre/Post test Children find Math fun and interesting Indicator: 90% children enjoyed the program Method: Choice of ‘happy face’

14. Shift (+ve) in Parents’ Perception towards Math IMMEDIATE OUTCOME (N=100)

15. IMMEDIATE OUTCOME

16. Children’s Rating of Tiga M IMMEDIATE OUTCOME N =161

17. INTERMEDIATE OUTCOME Overall Improvement of Mediation Elements Components of MLE: Intentionality & Reciprocity, Meaning, Transcendence,Competence, Self Regulation & Control of behaviour

18. INTERMEDIATE OUTCOME

19. IMPACT OUTCOME

20. Children’s Rating of Tiga M IMMEDIATE OUTCOME N =161

21. PARTNERS’ IMMEDIATE OUTCOME PCF Woodlands; PCFEunos; Hasanah, Assyafaah & Ghufran Mosque

22. Partner’s Feedback Parents Tiga M has given parents confidence in assisting their children in education. They are now more aware of what is being taught in school. Tiga M workshop conducted in schools has created a good bond between parents, teachers and children. Parents expressed that they acquired new knowledge through the workshop. Class discussions and presentation enable parents to understand all mediated learning components. Tiga M is very effective and suggested it should be extended to lower and upper primary level. Worksheet to be translated to English for the non-speaking Malays. Children: Children attended this workshop have shown positive changes in their behaviour. They are more responsive and seems to exhibit an interest in Maths.

23. Tiga M Partners

24. Maju Minda Matematika (Tiga M) To show 7 minutes video

25. MajuMindaMatematika (Tiga M) Sharing session - Collaboration between MENDAKI & PCF PCF Woodlands Experience

26. How it all started at PCF Woodlands? • Education Network shared the success of MajuMindaMatematika (Tiga M) • Piloted at PCF Woodlands in 2009

27. Why we agree to embark on this programme? • parents involvement in Math activities • development of skills set for parents • engagement with low-income parents

28. How it benefits our parents / students / families & teachers? • increases parents’ understanding of basic numeracy concepts thus improving their knowledge & confidence • improves child’s attitude towards Mathematics, enhances his/her self-confidence and social development • programme flexibility and easy access

29. How it benefits our trainers? • as trainers, the teachers faced a different group of audience – the parents • through MENDAKI’s training – teachers are more confident to engage parents • parents and teachers develop rapport over 6 weeks

30. Lesson Learnt • Awareness of parents on the benefit of the programme through Hands-on activities. • PCF efforts to reach to kindergarten parents is made possible with the collaboration between CLF and PCF. • Positive feedbacks from parents on their children’s progress after attending the course attract other parents to take up the course

31. Welcoming others on board TigaM • Trainers will be more competent and confident in their presentation skills • Mendaki provides training for trainers in areas of self and professional development • Reinforcement of concepts that had been taught in school for easy and better understanding • We are open to share with others our knowledge and experiences and ready to mentor those who are interested

32. Challenges... • Getting participation from parents • Getting parents to commit to the programme • Getting fathers to attend the programme

33. Conclusion... • hope to see more PCF kindergartens and other organisations take on Tiga M • benefited our children, parents, PCF kindergartens, trainers and the community