ISU DAN CABARAN DALAM PENDIDIKAN MATEMATIK DI MALAYSIA
ISU DAN CABARAN DALAM PENDIDIKAN MATEMATIK DI MALAYSIA
ISU DAN CABARAN DALAM PENDIDIKAN MATEMATIK DI MALAYSIA
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
<strong>ISU</strong> <strong>DAN</strong> <strong>CABARAN</strong> <strong>DALAM</strong> <strong>PEN<strong>DI</strong><strong>DI</strong>KAN</strong><br />
<strong>MATEMATIK</strong> <strong>DI</strong> <strong>MALAYSIA</strong><br />
Bengkel Pendidikan Sains dan Matematik<br />
untuk Pihak Berkepentingan<br />
2010<br />
Tema: Warga Malaysia Berinovatif dan Berkreatif<br />
2 hingga 4 Februari 2010<br />
Intekma Resort & Convention Centre<br />
Shah Alam
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Development Centre , CDC<br />
Mathematics<br />
KBSR<br />
Mathematics<br />
KBSM<br />
Additional<br />
Mathematics<br />
Science<br />
KBSR<br />
Science<br />
KBSM<br />
Biology<br />
Physic<br />
Chemistry<br />
Additional<br />
science
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Mathematics education Goals<br />
Forming an individu with mathematical<br />
thinking and competent in applying the<br />
mathematical knowledge effectively and<br />
responsibly in solving problems and making<br />
decisions, to be able to deal with any<br />
challenges in daily life result of the<br />
development of science and technology.
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Purpose of Mathematics KBSR Curriculum is<br />
to build student’s understanding about the<br />
concept of numbers and basic counting skills<br />
which can be applied effectively and<br />
responsible in any daily activities in line with<br />
the aspirations of the community and<br />
developed countries, and use this knowledge<br />
to further their studies at a higher level.
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Forming an individu with mathematical<br />
thinking and competent in applying the<br />
mathematical knowledge effectively and<br />
responsibly in solving problems and<br />
making decisions, to be able to deal with<br />
any challenges in daily life result of the<br />
development of science and technology.
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Additional Mathematics curriculum aimed at<br />
enhancing knowledge and mathematical<br />
ability of pupils in depth so that they are able<br />
to use mathematics in a responsible and<br />
effective way to communicate and solve<br />
problems and also to ensure that students<br />
have adequate preparation to study and<br />
work in a productive career related to<br />
science and technology.
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Mathematics teaching and learning<br />
activities should include the five<br />
emphasis.<br />
Solving the problem<br />
Communication<br />
Plausible Reasoning<br />
Relevance<br />
Application of technology
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Emphasis<br />
Number<br />
Space and Shape<br />
Relevance
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Issues and Challenges in Mathematics<br />
Education
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Scope of Pesentation<br />
i. Curriculum<br />
ii.<br />
iii.<br />
Curriculum Implementation<br />
Assessment
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum<br />
•Contents Issue<br />
•Issues on the equivalent of<br />
curriculum with other country
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum development Cycle<br />
Requirements<br />
Analysis<br />
Evaluation &<br />
Monitoring<br />
Planning<br />
Implementation<br />
Development &<br />
Extension<br />
Dissemination
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Input on the Existing Curriculum and the proposed<br />
Curriculum Improvement<br />
(i)<br />
(ii)<br />
(iii)<br />
(iv)<br />
(v)<br />
Excellent and experienced teachers<br />
IPGM, IPT Lecturer<br />
SEAMEO-RECSAM Mathematics<br />
Education Expert<br />
Private sector<br />
Reading
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Comparison<br />
1. Singapore<br />
2. Finland<br />
3. Korean<br />
4. United Kingdom<br />
5. United States<br />
6. Japan<br />
7. Australia<br />
8. New Zealand
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Environment Trends<br />
Global economic competition<br />
Claims industrial<br />
Patterns of consumer behavior<br />
The explosion of innovation<br />
Claims work<br />
Employer expectations<br />
Globalization, etc..
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Various Input<br />
Author Panel<br />
• Excellent and experienced<br />
teachers<br />
• IPT Mathematics Education<br />
specialist, IPGM, SEAMEO-<br />
RECSAM<br />
Mapping<br />
Writing<br />
Polishing<br />
Quality Control<br />
The valid and equivalent<br />
Mathematics curriculum with<br />
the curriculum from the<br />
outside
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Implementation<br />
Professionalism of mathematics teachers<br />
- Understanding of curriculum intention<br />
- Teacher’s option<br />
- PCK, unity, knowledge & understanding on how the students learn<br />
mathematics<br />
- Efforts to increase mathematics teacher’s professionalism; reforms<br />
in curriculum<br />
- Technology skills
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Implementation ..(cont..)<br />
The paradigm shift of mathematics teacher’s<br />
- From the classrooms that act as an individuals collection to the classroom<br />
that act as a community of mathematics<br />
- From teacher as sole authority for the correct answer to mathematics<br />
evidence and logic as the scheme of answers<br />
- from the memorization of procedures towards Plausible Reasoning<br />
mathematics
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Implementation ..(cont..)<br />
- The paradigm shift of mathematics teacher’s<br />
(cont.)<br />
From finding the answers by mechanical, to doing and showing the conjecture,<br />
and solve the problems<br />
From considering mathematics as a group of isolated concepts and<br />
procedures, towards associating the ideas and applications of mathematics
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Implementation ..(cont..)<br />
Policy-makers & school management support<br />
- Understanding of curriculum intention<br />
- Understanding of the mathematics teachers needs<br />
- Preparation of infrastructure
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Implementation ..(cont..)<br />
Text Books Preparation<br />
- Understanding of curriculum intention<br />
- Understanding of the mathematics teachers<br />
needs
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Example<br />
Lazim<br />
Draw a graph<br />
y = -2x + 4<br />
Suggestion<br />
Draw a linear equations<br />
graph with negative<br />
slope and positive<br />
intercept on the axis y.<br />
Explain how the graph<br />
meet the conditions<br />
given.
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Curriculum Implementation ..(cont..)<br />
Parents/ Guardians Support<br />
- Understanding of curriculum intention<br />
- Claims of the school effectiveness
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Assessment<br />
Formative and summative assessment<br />
- Understanding of curriculum intention<br />
- Overall assessment E.g.: project work<br />
- the parents / guardians understanding about<br />
the overall assessment
Unit Matematik Menengah<br />
Bahagian Pembangunan Kurikulum<br />
Peneraju pendidikan negara<br />
Thank you
Change language