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PENYERAHAN DAN PENILAIAN TUGASAN ASSIGNMENT SUBMISSION AND ASSESSMENT ________________________________________________________________________ HBMT2103 TEACHING OF ELEMENTARY MATHEMATICS PART 1 SEPTEMBER

2012 _________________________________________________________________________
ARAHAN KEPADA PELAJAR / INSTRUCTIONS TO STUDENTS 1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul bercetak kursus ini. / This assignment contains only ONE (1) question that is set in the language of the printed module for the course. 2. Jawab dalam Bahasa Melayu atau Bahasa Inggeris. / Answer in Malay or English.

3. Muat turunkan templat tugasan versi bahasa yang berkenaan daripada MyVLE untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan menggunakan saiz fon 12 Times New Roman dan langkau baris 1.5. / Download the language version of the assignment template concerned from the MyVLE for preparation and submission of your assignment. Your assignment should be typed using 12 point Times New Roman font and 1.5 line spacing. 4. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Jangan menyalin soalan dan arahan tugasan dalam jawapan anda. / Your assignment should be between 2500 to 3000 words excluding references. The number of words should be shown at the end of your assignment. Do not copy the assignment question and instructions to your answer. 5. Anda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / You must submit your assignment TO FACE TO FACE TUTOR. You are advised to keep a copy of your submitted assignment for personal reference. 6. Anda hanya boleh menghantar tugasan SEKALI sahaja dalam SATU fail. / You can submit your assignment ONCE only in a SINGLE file. 7. Tugasan anda hendaklah diserahkan antara 9hb November hingga 11 November 2012 atau Tutorial 4 (TUTOR). Serahan selepas 11hb November 2012 atau Tutorial 4 TIDAK akan diterima. / Your assignment must be submitted between 9th November 2012 until 11th November 2012 or Tutorial 4. Submission after 11th November 2012 or Tutorial 4 will NOT be accepted. 8. Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / Your assignment should be prepared individually. You should not copy another persons assignment. You should also not plagiarise another persons work as your own.

SOALAN TUGASAN /ASSIGNMENT QUESTION An integrated approach focusing on connections and relationships amongst topics and concepts is emphasised for the effective teaching and learning of elementary mathematics. essence of teaching mathematics meaningfully. Structuring activities and experiences that will enable pupils to build mathematical understanding is the Effective teachers support pupils in making connections between different ways of solving problems, between mathematical topics as well as between mathematics and everyday experiences. Opportunities for making connections must be created so that pupils can link conceptual knowledge to procedural knowledge and bring about relational understanding (Skemp, 1989; Van de Walle, 1994). The Malaysian Elementary Mathematics Curriculum consists of several areas such as arithmetic, geometry, measurement and problem solving. Based on any TWO topics in the Year Two Primary Mathematics curriculum, discuss why it is essential to help pupils make connections resulting in relational understanding when learning mathematics and elaborate how you would foster relational understanding pertaining to various areas amongst Year Two pupils. You are encouraged to organise your discussion as below:
(i)

Define conceptual knowledge, procedural knowledge and relational understanding. Comment on the necessity of helping pupils make connections resulting in relational understanding when learning mathematics with reference to the topics chosen;
(ii)

Suggest ways to foster relational understanding between the topics selected.

Provide details on your choice of approaches, strategies, activities, resources, etc. to enable children to use mathematics contextually in different learning areas in real life.
(iii)

Clarify the importance of relational understanding in the learning of elementary Summarise key ideas highlighted using a suitable format.

mathematics using relevant examples.


(iv)

Since marks are awarded based on the criteria set in the rubric provided, you are advised to use the rubric as a guide in writing your assignment. (Submit relevant supporting documents such as literature review, illustrations, References in APA Format, graphic organisers, etc. as Appendices in your report.) [Total: 40 marks]
2

Assignment Guidelines (Content and Scoring)


Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards

Criteria
Introduction: Brief introduction to task given: Effective mathematics teaching-learning: Significance of an integrated approach and making connections in the teaching-learning of elementary mathematics. Content (i): Definition/ Clarification of key concepts: Conceptual knowledge Procedural knowledge Relational understanding Comments on necessity of helping pupils make connections; Relevance of examples used based on two topics chosen.

Weight 1

0
No introduction given.

1
Poor introduction to task given: Vague definition/ explanation of the use of an integrated approach/structuring activities, etc. and making connections in the teachinglearning of elementary mathematics. Brief mention/poor definition of key concepts referred to with respect to the topics selected. Vague comments on helping pupils make connections, not supported by relevant examples.

2
Superficial introduction to task given: Superficial definition/explanation of the use of an integrated approach/ structuring activities, etc. and significance of making connections in the teachinglearning of elementary mathematics. Superficial definition/ clarification of key concepts referred to pertaining to the two topics selected. Superficial comments on the necessity of helping pupils make connections when learning mathematics with respect to topics chosen, supported by examples briefly described.

3
Clear introduction to task given: Clear definition/ explanation of effective mathematics teachinglearning: The use of an integrated approach/ structuring activities, etc. and significance of making connections in the teaching-learning of elementary mathematics. Clear definition/ clarification of key concepts using relevant examples from the two topics selected. Clear comments given on the necessity of helping pupils make connections when learning mathematics, supported by relevant and clear examples from the two topics chosen.

4
Very clear introduction to task given: Very clear definition/explanation of effective mathematics teaching-learning: The use of an integrated approach/structuring activities, etc. and significance of making connections in the teaching-learning of elementary mathematics. Very clear definition/ clarification of key concepts using relevant examples from the two topics selected. Very clear comments/ reasons given on the necessity of helping pupils make connections when learning mathematics; supported by relevant and very clear examples from the two topics chosen.

Max Marks
4

There is no description of key concepts referred to and no mention of topics selected. No comments on the necessity of helping pupils make connections given.

Criteria
Content (ii): Suggestions to foster relational understanding for topics chosen. (e.g. Approach/ Strategies/ Activities/ Resources/ Examples, etc., to enable children to use mathematics contextually in different learning areas in real life.) Content (iii): Discussion: Importance of relational understanding when learning mathematics with respect to topics chosen; Relevance of examples used. Evaluation: Summary: Literature review Key points Graphic organisers / Diagrams, etc.

Weight 2

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No suggestions given.

1
All/most of the suggestions given were not suitable. Most of the examples given did not show how relational understanding could be fostered and do not depict how children can use mathematics contextually.

2
Only some of the suggestions given were suitable. Only some of the examples given show how relational understanding could be fostered and depict how children can use mathematics contextually.

3
Most of the suggestions given were suitable. Most of the examples given show how relational understanding could be fostered and were clearly described. Examples given depict how children can use mathematics contextually.

4
All the suggestions given were suitable. All relevant examples given show how relational understanding could be fostered and were very clearly described/illustrated. Examples used were linked to real life and depict how children can use mathematics contextually. Importance of relational understanding very clearly discussed with respect to topics chosen. Examples given were relevant and very clearly described.

Max Marks
8

No importance highlighted/ discussed.

Points discussed lacked focus and were not related to topics chosen.

Importance of relational understanding briefly discussed with respect to topics chosen. Some examples given were not related to the topics chosen. Literature review was poorly done, disjointed sentences and improper referencing provided. Brief summary of points in written and graphic form.

Importance of relational understanding clearly discussed with respect to topics chosen. Examples given were relevant and clearly described. The literature review was adequately done using proper referencing and clear language. Good summary of points in written and graphic form.

No literature review was done

Literature review done was literally copied from the source/improper referencing provided. Poor summary given. No graphic organiser used.

The literature review was well done, smooth flow of language and accurate referencing was used. Very good summary of points in written and graphic form.

Criteria
Conclusion: Brief conclusion on the importance of making connections to bring about relational understanding for effective teachinglearning of elementary mathematics. Organisation: (Format/ Writing of report)

Weight 1

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No conclusion provided.

1
No clear conclusion given; Abrupt end to piece of writing.

2
Weak conclusion, poor wrapping-up.

3
Clear conclusion written.

4
Very clear, coherent and apt conclusion written.

Max Marks
4

No attempt at organising piece of work observed.

Disjointed piece of writing submitted. Unable to link suggestions to the key points highlighted.

Poor representation of ideas in report submitted. Haphazard/weak attempt to link some suggestions to the key points highlighted.

Clear and systematic representation of ideas noted in report. Able to link most suggestions to the key points highlighted.

Creative and interesting representation of ideas noted in report. Able to link all the suggestions to the key points highlighted.

TOTAL MARKS

40

References: 1. Cathcart, W. G., Pothier, Y. M., Vance, J. H. And Bezuk, N. S. (2006). Learning mathematics in elementary and middle schools : a learner-centered approach. 4th edition. Upper Saddle River: Pearson Prentice Hall. Ministry of Education (2003). Integrated curriculum for primary schools. Curriculum specifications. Mathematics year two. Kuala Lumpur: Curriculum Development Centre, Malaysia. Orton, A. (1992). Learning mathematics: issues, theory and classroom practice. 2nd ed. London: Cassell. Reys, et. al (2004). Helping children learn mathematics in elementary and middle schools. A learner-centered approach. 4th ed. USA: John Wiley & Sons, Inc.

2.

3.

4.

Suggested Websites: http://educationforatoz.com/images/_9734_12_Glenda_Anthony.pdf http://academics.smcvt.edu/twhiteford/Math/MathLanguage/knowing_and_understanding.htm http://astro.temple.edu/~madman/ruiu.pdf http://manjeetmahal.blogspot.com/2007/09/response-and-quotes-forrelational.html http://mathhombre.blogspot.com/2011/02/instrumental-vs-relational.html http://math.arizona.edu/~horak/Concept.Proced%20know.htm http://www.ericdigests.org/2004-3/learning.html

PENILAIAN / EVALUATION Tugasan ini akan menyumbangkan 40% markah kepada kursus tersebut dan akan dinilai berdasarkan kepada Rubrik atau Skema Jawapan. / This assignment accounts for 40% of the marks for the course mentioned and shall be assessed based on the Rubrics or Answer Scheme. Anda akan dimaklumkan tentang markah tugasan ini sebelum Peperiksaan Akhir Semester bermula / You would be informed of the assignment mark before the Final Semester Examination commences. PLAGIARISME : POTONGAN MARKAH / PLAGIARISM : MARKS DEDUCTION Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika plagiarisme dikesan, markah akan dipotong seperti berikut: / Warning: The submitted assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows: Tugasan dengan pertindihan kandungan antara 10 - 30 % : potongan 20% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan antara 31 - 50 % : potongan 40% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan lebih daripada 50%: Markah sifar akan diberikan. Assignments with 10 - 30 % overlap with others: 20% deduction from the total marks scored. Assignments with 31 - 50 % overlap with others: 40% deduction from the total marks scored. Assignments with more than 50% overlap with others: Zero mark would be given.

MUKA SURAT TAMAT / END OF PAGE

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