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PM6522

PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms. Course Rationale. Rationale. Traditional approaches made students learn mathematics passively - They find mathematics uninteresting and they have a shallow understanding of it.

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PM6522

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  1. PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms

  2. Course Rationale

  3. Rationale • Traditional approaches made students learn mathematics passively - They find mathematics uninteresting and they have a shallow understanding of it. • Constructivist teaching is more meaningful and interesting and is done by actively constructing new knowledge.

  4. Course Content

  5. Course Content • TRENDS & ISSUES • EXEMPLARS of CONSTRUCTIVIST APPROACHES • CONSTRUCTIVIST-BASED ASSESSMENT • THEORY INTO PRACTICE

  6. Course Content TRENDS & ISSUES • Constructivism in education: theory, practice and research • Meaningful learning: teacher-centred and student-centred approaches • Learning theories & their use in mathematics eduaction • How children learn mathematics: • Conceptions and misconceptions • Learning difficulties in mathematics

  7. Course Content a) Instructional strategies • Problem-Based Learning Workshop • Mathematical Investigation & Exploration • Mathematical Communication & Values b) ICT-based approaches • Software Programme – GSP • Hand-Held Technology – Simple Calculator • Web Quest EXEMPLARS OF CONSTRUCTIVIST APPROACHES

  8. Course Content CONSTRUCTIVIST-BASEDASSESSMENT Holistic Assessment • Strategies to gather learner’s prior knowledge, conceptions & motivation • Assessment tools • Analysis and interpretation of data

  9. Course Content THEORY INTO PRACTICE • Planning • Designing • Developing • Implementing • Assessment

  10. How the content area fits together? - An Overview

  11. Trends & Issues Theory into Practice Exemplars ofApproaches Planning, Design & Development Constructivism ICT-Based Meaningfullearning Software Implementation Handheld LearningTheories HOLISTIC ASSESSMENT Web Quest Conception, Misconception, Difficulties Other Strategies Problem-BasedLearning Communication& Values - Cooperative L - Manipulatives Meaningful Learning

  12. Course Objectives

  13. Objectives At the end of the course, participants should be able to: • understand the theory and practice of constructivism; • gain knowledge on meaningful learning and student-centred learning; • gain skills in applying meaningful constructivist approaches in primary mathematics classes; • assess student’s prior knowledge, conceptions, motivation and mathematical learning;

  14. Objectives At the end of the course, participants should be able to: apply lesson study principles in improving meaningful lessons in primary mathematics; design instructional activities that promote meaningful learning; and develop and try out lessons/activities based on constructivist approaches in primary mathematics.

  15. PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms  … open to meaningful questions … 

  16. Meaningful Learning • Learning is the acquisition of knowledge and skills • Learning becomes meaningful when these knowledge and skills are transferred and used in new situations • For problem solving • For understanding new concepts (Richard Mayer, 2002)

  17. Others • All must have and use an email. • My email : boontat_teoh@recsam.edu.my • My hp # : 016-4542693 • 2. Class monitor : • - mark attendance • - keep extra 2 copies of notes in files • - collect Weekly Evaluation Form, etc, etc, etc… • - be the papa/mama of all participants • Home Room • Night Access to Computers

  18. Others • 5. Values (1) Attendance (2) Interest • (3) Creativity • (4) Initiative • (5) Sense Of Responsibility • (6) Cooperation • (7) Diligence • (8) Leadership • 6. Welcoming dinner –tonight 7.45 pm at RECSAM Cafetaria • 7. Farewell dinner / Cultural Night – to be fixed (final week)

  19. Others • 8. Trips • i) Around Penang Week 1 (Sat) • ii) To Kuala Lumpur Week 2 (Sat & Sun) • iii) Hike up Penang Hill Week 4 (Thu) • 9. Book Allowance : RM100 - (keep your receipts) • -RM20 - Journal • - RM30 - Pen Drive • 10. HP – silent / vibrator mode please  • 11. Some advice : • Back up all your files – ALWAYS do this. Get a flash drive. • "When there is regret, it’s usually too late.”

  20. Some Very Important Dates • Multiplier Effect ( annac@recsam.edu.my ) • 11 April (Friday) – Draft 1 • 16 April (Wed) – Draft 2 • 18 April (Friday) –Final • 2. Implementation • i) 18 April (Friday) – Peer Try Out • ii) 21 April (Monday) – Student Try Out • 3. Project Work • - 11 April (Friday) – Draft 1 • - 18 April (Friday) – Draft 2 • - 23 April (Wed) –Final

  21. Project Work

  22. Project Work / Peer Try out / Student Try Out • Choose one of the following approaches: • Problem Based Learning • MathematicalInvestigation & Exploration • Problem Solving • Cooperative Learning • Manipulatives • Software Programme- GSP • Hand-Held Technology – Simple Calculator • World Wide Web • Web Quest • A collection of instructional materials made meaningful • Adopt or adapt course activities or anew • Groups of 3-4 course participants

  23. Project Work / Peer Try out / Student Try Out • Each participant to choose one of the activities to PEER try out • Based on Lesson Study principles • Peer Evaluation • Design instructional materials • Design Peer Evaluation Forms

  24. Project Work / Peer Try out / Student Try Out • Refine the activities to be tried out with students • Based on Lesson Study principles • Redesign instructional materials • Design Assessment Forms

  25. Project Work / Peer Try out / Student Try Out Grouping • Group 1 • Americo • Chor Lan • Norlia • Group 2 • Chantavixay • Darunee • Ramilo • Sopheap • Group 3 • Aileen • Khaw Myint • Nasril • Nguyen

  26. Today’s Planning • List a few t & l problems you face in your own classroom • 2. Share in turn the problems with your group members • 3. Identify the probable causes of the problems • 4. Discuss • strategies that you have used to overcome the problems • new strategies that can be used to reduce / overcome the problems • 5. What literature says…?

  27. Topic & Level (Year) • Identify Topic • Identify Level … • By end of Week 2

  28. Guiding Questions: • What is the problem? • Select a topic related to the problem. • How does this problem arise? Misconception? Learning difficulty? • Is there a strategy orapproach which may lessen or overcome the problem? • What activities would best be used to match students’ MI? • How do you intend to assess the learning? • Where is the Maths? • Where is the learning? • Is there meaningful learning? • Discuss about this in class…

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