CONCEPTUAL MODEL FOR PROBLEM-BASED LEARNING IN LEARNING MEDIA MATHEMATICS

1. CONCEPTUAL MODEL FOR PROBLEM-BASED LEARNING IN LEARNING MEDIA MATHEMATICS Ruzlina Panjang Adni, Hanafizan Hussain Multimedia University

2. Preliminary Studies… Perception of Art and Design Students towards Mathematics Boring Exclude from their programs Irrelevant with their majoring

3. Purpose of this study… To change the syllabus in the Mathematics for the Art and Design Students Easily be understood by the students To engage the students’ learning and studying Very minimal knowledge in acquiring and understanding Mathematical concepts

4. Recent Study… Shea and Bidjerano (2009) … “the epistemic engagement approach, which foregrounds the role of learners as collaborative knowledge builders, is more fully articulated and extended through a community of inquiry” McLellan (2000) … “adapted ‘the experience realms’ from Pine and Gilmore (1999) to classify user experience into four dimension: types of participation (active/passive) and levels of participation (absorption/immersion)”

5. An Experience Realms (McLellan, 2000)

6. Current learning approach Learn Mathematics Concept + Text books’ exercises • Boring • Frustration • Failure Rate is high New learning approach Learn Mathematics Concepts + Problem Solving • Interesting • Enjoyable • Success rate improved

7. Studies have shown… “Problem solving approach have been introduced in the Mathematics Lessons” (Foong, Yap and Koay (1996); Chapman (1999); and Grouws (1996))

8. Why Problem-based learning (recent studies)… “Many of the current graduates are found to be lacking in creativity, communication skills, analytical and critical thinking, and problem solving skills” Teo and Wong (2000) “By adapting the problem-based learning, it can increase the students’ active engagement with content, as well as their capacity for self- directed learning, collaboration, and social interaction” Knowlton, D. (2003) Many higher institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and able to solve problems” Neo and Neo (2001)

9. Framework of the Singapore Mathematics Program (Ministry of Education, 2000)

10. New Jersey Mathematics Curriculum Framework

11. The Objectives of using these frameworks… • To provide the students with the necessary mathematics skills • which can be implemented or applied in their art and design classes • To help the students to acquire and apply the mathematics concepts • and skills in their art and design classes • To focus on creating a problem-based tool instead of the actual • Mathematics terminology and concepts

12. The Implementation of these frameworks… • requires a long-term study • takes time to accumulate results • involves pilot project with the prototype to be developed and tested on the targeted users

13. Conclusion… • The development of the curriculum should be studied in depth • in order to cultivate a deep understanding of mathematics lessons • Students with learning disabilities in mathematics should deserve a more meaningful mathematics curriculum • The new Mathematics curriculum for the Art and Design students should be more open in nature

14. Thank you.