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MATHEMATICS CURRICLUM DEVELOPMENT

MATHEMATICS CURRICLUM DEVELOPMENT. MATHEMATICS CURRICLUM DEVELOPMET. Before World War II After World War II KBSR & KBSM. MATHEMATICS EDUCATION BEFORE THE 2 ND WORLD WAR. Primary School Mathematics: -Not gazette before 1965.

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MATHEMATICS CURRICLUM DEVELOPMENT

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  1. MATHEMATICS CURRICLUM DEVELOPMENT

  2. MATHEMATICS CURRICLUM DEVELOPMET • Before World War II • After World War II • KBSR & KBSM

  3. MATHEMATICS EDUCATION BEFORE THE 2ND WORLD WAR • Primary School Mathematics: • -Not gazette before 1965. • ‘Panduan Untuk Guru’ (Guidance pamphlets) by Pejabat Karang Mengarang, Jabatan Pelajaran Persekutuan Tanah Melayu, Kuala Lumpur (cetakan pertama, 1950) • - Mathematics content, basic skills involve simple arithmetics (+, -, ÷, X), trading (jual beli), weighing (timbang menimbang), measurement (ukur mengukur) in everyday life

  4. MATHEMATICS EDUCATION AFTER THE 2ND WORLD WAR • Development in USA • 1957, lunching of Sputnik I by Soviet Russia –big impact on the Americans • National Defense Education Act of 1958 • Evaluation of school curriculum – mathematics & Science at school and state level • “School Mathematics Study Group” (SMSG) • - new mathematics & Science curriculum • - Developed by professors from establish universities in USA • - to produce scientists

  5. CONT…. • 1959, Seminar was held in Royalmount, USA, mathematics educators and mathematician from 8 countries – create impact to other countries • “School Mathematics Curriculum Improvement Study” (SSMCIS) • - teaching and learning Not only the contents • Examples: Teaching Methods: • - Cooperative learning • - Problem solving • - constructivism • - inductive and deductive • etc......

  6. MATHEMATICS EDUCATION AFTER THE 2ND WORLD WAR • Development in UK and Europe • In 1961 - “School Mathematics Project” (SMP) • Most successful curriculum – teachers and mathematics educator – text book and curriculum guide • “Scottish Mathematics Group” • “Nuffield Maths” • “Midlands Mathematics Experiment”

  7. MATHEMATICS EDUCATION AFTER THE 2ND WORLD WAR • Development in Malaysia • Primary School (1965) • -introduced new topics • -development of topics according child psychology • -using new approaches and teaching methods • In 1968 - “Projek Khas” Special Project– by Ministry of Education • -to improve teaching and learning standard in primary school (rural school) • 1980 – report on performance of primary school in mathematics by MOE • report by Jawatankuasa Kabinet Mengkaji Pelaksanaan Dasar Pelajaran

  8. INTEGRATED CURRICULUM FOR PRIMARY SCHOOL (KBSR) In 1982 – KBSR introduced to primary school • Curriculum content ( 4 basic skills and mental arithmetic ) • - Recommendations : • group learning (cooperative learning) • using material • using everyday examples in problems solving • learning environment

  9. INTEGRATED CURRICULUM FOR SECONDARY SCHOOL (KBSM) • Malaysian General Mathematics • Modern Mathematics Curriculum • KBSM (Integrated Curriculum for Secondary School)

  10. Malaysian General Mathematics Curriculum • Mid 1960 to early 1970 • 5 series of text books • new topics: stock exchange arithmetic, density and relative density (share, ketumpatan) • Areas : Arithmetic, Algebra, geometry, Trigonometry (Alternative B) • Examinations for MGMC syllabus: • Cambridge Local Examination Syndicate • Oxford Local Examination, • Oxford and Cambridge School Examination Board • University of London

  11. Modern Mathematics Curriculum (MMC) • 1965, Mathematics Seminar at University Malaya Suggestion to form a committee: • introduced new teaching methods • SPM contents to include in MMC • 1969, Peter Whyte (SMG) was invited by MOE • 1973 – mathematics modern (from SMP) – Alternative C

  12. INTEGRATED CURRICULUM FOR SECONDARY SCHOOL (KBSM) --Modern Mathematics Curriculum) • AIM (MATLAMAT) • To develop individuals: • who are able to think mathematically • who can apply mathematical knowledge effectively • responsibly in solving problems and making decision • Enable the individual to face challenges in everyday life that arise due to the advancement of science and technology.

  13. INTEGRATED CURRICULUM FOR SECONDARY SCHOOL (KBSM) --Modern Mathematics Curriculum) • OBJECTIVES (OBJEKTIF) Understand definitions, concepts, laws, principles and theorems related to Numbers, Shape and Space, and Relationships. Widen applications of basic fundamental skills such as +, -, ÷, and x, related to Numbers, Shape and Space, and Relationships.

  14. INTEGRATED CURRICULUM FOR SECONDARY SCHOOL (KBSM) --Modern Mathematics Curriculum) • OBJECTIVES (OBJEKTIF) • Acquire basic mathematical skills as: • making estimation and rounding; • measuring and constructing; • collecting and handling data; • representing and interpreting data; • recognising and representing; • relationship and representing • using algorithm and relationship; • solving problem; and • making decision

  15. OBJECTIVES (Continue ...) Communicate mathematically; Apply knowledge and skills of mathematics in solning problems and making decision; Relate mathematics with others areas of knowledge; Use suitable technologies in concept building, acquiring skills, solving problems and exploring the field of mathematics; Cultivate mathematical knowledge and skills effectively and responsibly; Inculcate positive attitudes towards mathematics; and Appreciate the importance and the beauty of mathematics.

  16. Emphases in Teaching and Learning (KBSM) • Problem solving in mathematics • Communication in mathematics • Reasoning in mathematics • Mathematics Connections • Application of technology

  17. Emphases in Teaching and Learning (KBSM) 1. Problem Solving in Mathematics • Main focus in T & L of Mathematics. • Involved Polya’s Model (U,D,C,L) • Heuristics and strategies

  18. Emphases in Teaching and Learning (KBSM) 2. Communication in Mathematics • through the listening process: • – individuals respond to what they hear, • - encourages individuals to think using their mathematical knowledge in making decisions. • through the reading process: • - individual collects information and data • - rearranges the relationship between ideas and concepts.

  19. Emphases in Teaching and Learning (KBSM) CONT…. • through the visualization process when individual: • - make an observation, analyses, interprets, and synthesize data, and presents them in the form of geometric board, pictures and diagrams, tables and graphs.

  20. Emphases in Teaching and Learning (KBSM) • Effective communication can be developed through: • Oral communication • two ways of interaction: T-S, S-S, S-O • Written communication • written work is usually result of discussion • brainstorming activities

  21. Emphases in Teaching and Learning (KBSM) 3. Reasoning in Mathematics • Logical reasoning • To estimate, predict, make intelligent guesses in the process of seeking solutions. • Using – concrete materials, calculators, computers, mathematical representation and others.

  22. Emphases in Teaching and Learning (KBSM) 4. Mathematical Connections • Opportunities for making connections must be created: • can link conceptual to procedural knowledge and relate topics within mathematics and other learning areas in general.

  23. Emphases in Teaching and Learning (KBSM) 5. Application of Technology • The Teaching and learning of mathematics should employ the latest technology to help students: • understand mathematical concepts in depth, • meaningfully and precisely • explore mathematical ideas. Examples: Calculators, computers, educational software, websites in internet, relevant learning packages, etc.

  24. Communication in Mathematics Example 1: 1 1 1 1 2 1 1 3 3 1 1 4 6 4 1 What patterns do you see? You may choose to describe patterns with words, in a table or sequence, or by using mathematics notation.

  25. EXAMPLE Communication in Mathematics Example 2: Write down your description, and then read on ...

  26. EXAMPLE Mathematical Connections Example 1: Connecting New Concepts to Old Concepts • Which decimal is equivalent to 12 percent? • Which decimal is equivalent to .9 percent? Connected percents to rational numbers, reasoning that 12 percent means 12/100. Then connected the fraction to a decimal: 12/100 = 0.12 .9 percent means 0.9/100, which converts to 0.009

  27. Mathematical Connections Example 1: Connecting Different Models for the Same Concept In mathematics, many concepts can be represented in different ways. Consider the ways of representing 3/4. One of them is NOT a valid representation of what we mean by 3/4 0 ¼ ½ ¾ 1 Do you understand why? Can you express that understanding in words?

  28. Mathematical Connections Example 3: Connecting Conceptual and Procedural Knowledge Variety of standard procedures – called Algorithms Convert a mixed number to an improper fraction: For example: 4¾ = 19/4 Do you know why we multiple the whole number by the denominator, add the numerator, and then put the whole thing over the denominator?

  29. Mathematical Connections Example 3 : Connecting Conceptual and Procedural Knowledge 47 X__35 235 141__ 1465 Do you know why we “move over” in whole-number multiplication? Coming to understand why these and many other algorithms work will make you a more powerful problem solver and a stronger teacher.

  30. Reasoning in Mathematics Example: 35 – 9 = The teacher can ask questions like this: “ Do you think it would help to know that 35 – 20 = 15?” “How would it help you to think of 19 as 15 + 4?” “Would it help to count on from 19 to 35?” It is also important for children to recognize invalid arguments, such as: “Would it help to count backward from 19?”

  31. Reasoning in Mathematics Example 2: ( 3, 6, 12, 15, 21, 27, 42, 51) Find a set of these numbers that sums to 100.

  32. THANK YOU! Better than a thousand days of diligent study is one day with a great teacher." --Japanese proverb

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