Matematik Major | Analysis Of Variance | Volume

Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title

Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Knowing Numbers (Mengenal Nombor) MTE 3101 3(3+0) 45 hours English Nil One/ Two 1. Compare the development of various number systems

2. Generate one set of numbers to another set of numbers 3. Characterize natural, rational, irrational and real numbers 4. Perform fundamental operations on the various sets of numbers 5. Extend knowledge in number concepts through number recreation
activities

6. Determine the modulus, argument and conjugate of a complex
number

7. Convert complex number from coordinate form to polar form and
vice versa 8. Apply number concepts in problem solving activities Synopsis In this course students are exposed to the various numeration systems and also the elementary number theory. In addition, there is a further exploration into natural, rational, irrational and real numbers. The characteristics and theorems related to these sets of numbers will also be highlighted. Appreciation of Fibonacci Numbers and Golden Ratio in nature is emphasized. In the process, students will apply their knowledge of numbers in number recreations and problem solving. Kursus ini akan memberi pendedahan kepada pelajar tentang sistem nombor dan asas teori nombor. Pelajar juga akan menerokai dengan lebih mendalam tentang ciri dan teorem yang berkaitan dengan nombor asli, nombor nisbah dan nombor bukan nisbah serta nombor nyata. Perkaitan antara Nombor Fibonacci dengan Golden Ratio dan alam semula jadi juga akan dibincangkan dan akan diaplikasikan dalam rekreasi nombor dan penyelesaian masalah .

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Topic 1

Content Numeration Systems • Early numeration systems • Hindu-Arabic Numeration System • Different numeration systems o Number of symbols and grouping in various bases o Changing base b to base 10 and vice versa Elementary Number Theory • Number systems o Definition o Classifications within the set of real numbers o Number representation Natural numbers • Prime Numbers o Divisibility o Prime Factorization -The Euclidean Algorithm • Modular Numbers • The Fundamental Theorem of Arithmetic • Number recreations o Fibonacci Sequence and Golden Ratio o Magic Squares o Problem solving Rational Numbers • Basic properties • Cardinality of the rational numbers • Complex fractions and continued fractions • Problem solving Irrational Numbers • Basic properties • Square roots and surds o Product rule o Quotient rule o Problem solving Complex Numbers Modulus, argument and conjugate of a Complex Number • Operations involving Complex Numbers • Complex Numbers in polar form Estimation of quantities • Rounding off numbers o whole Numbers o fraction and decimals o standard forms

Hours 6

2

6

3

12

4

6

5

6

6

6

7

3

2

o

square roots and surds

Total Assessment Main References Coursework Examination 50% 50%

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Groves, Susie. (2006). Exploring number and space: Study guide. Victoria: Deakin University. Musser, Gary L.; Burger, William F. & Peterson, Blake E. (2006). Mathematics for elementary teachers. A contemporary approach. 7th ed. NJ: John Wiley and Sons. Smith, K. J. (2001). The nature of mathematics. 9th ed. Pacific Grove, CA: Brooks/Cole.

Bennett A.B. and Nelson L.T., (1998). Mathematics for elementary teachers: An activity approach. 4th ed. NY:McGraw-Hill. Brodie, Ross and Swift, Stephen. (2002). New QMaths II. Australia: Nelson Thomson Learning. Byrne, J. Richard. (2000). Number systems: An elementary approach. New Jersey: Prentice Hall. Groves, Susie. (2006). Exploring number and space: Reader. Victoria: Deakin University. Humble, S. (2002). The experimenter’s A-Z of mathematics: Maths activities with computer support. London: David Fulton. Miller, C. D.; Heeren, V. E. & Hornsby, E. J. Jr. (1990). Mathematical ideas. 6th ed. USA: Harper Collins. Mullan, E. et.al. (2001). Maths in action: Mathematics 2. USA: Nelson Thornes Limited. Nicholson, W. Keith. (2003). Linear algebra with applications. 4th ed. Singapore: McGraw Hill. Shakuntala Devi (1984). The book of numbers. Delhi, India: Orient Paperbacks. Shakuntala Devi (1986). The joy of numbers. Delhi, India: Orient Paperbacks. Sullivan, Michael. (1999). Algebra and trigonometry. 5th ed. New Jersey: Prentice Hall. Tipler, M.J. et.al.(2003). New national framework mathematics. USA: Nelson Thornes Limited.

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Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Mathematics Education Curriculum (Kurikulum Pendidikan Matematik) MTE 3102 3(3+0) 45 hours English Nil One/ Two 1. Explain the roles of mathematics, mathematicians and mathematics teacher 2. Describe the development of mathematics education and curriculum in Malaysia

3. Interpret the national mathematics curriculum
4. Participate in the professional development of mathematics teachers 5. Integrate and develop interest and values in mathematics education Synopsis This course allows students to acknowledge the history and roles of mathematicians. They are exposed to the meanings and roles of mathematics and values in mathematics on top of being familiar with the roles as a mathematics teacher. It also requires students to explore the development of the Malaysian Mathematics Curriculum and to study the Malaysian Mathematics Curriculum: KBSR and KBSM. Kursus ini memberikan pendedahan kepada pelajar untuk menghayati sejarah dan peranan ahli matematik. Pelajar juga didedahkan kepada makna, peranan dan nilai dalam matematik serta peranan guru matematik. Pelajar akan meneliti perkembangan Kurikulum Matematik di Malaysia dan juga mengkaji Kurikulum Matematik KBSR dan KBSM.

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conferences. books and journals • Academic bodies o Mathematics Teachers Association: NCTM.PESAMA • Roles of mathematics teacher • Life-long education Hours 9 2 9 3 18 4 6 6 . NUTP. workshops.Topic 1 Content Mathematics Education • Meanings and roles of mathematics • History and roles of mathematicians • Nature of mathematics • Values in mathematics Development of Mathematics Curriculum • Development of Mathematics Curriculum in Malaysia • The influence of other countries’ Mathematics Curriculum on Malaysian Mathematics Curriculum • Policies and programs for developing children’s • Mathematics Study of Malaysian Mathematics Curriculum • Five pillars in teaching and learning mathematics o Problem solving in mathematics o Communication in mathematics o Mathematical reasoning o Mathematical connections o Application of technology • KBSR o Philosophy of KBSR Mathematics Education o Primary mathematics curriculum o Content organization of mathematical concepts in primary school education and relationship to pre-school education o Curriculum specifications for Year 1 to Year 6 • KBSM o Philosophy of KBSR Mathematics Education o Secondary Mathematics Curriculum o Study of connection of topics from primary to secondary mathematics Professional development of Mathematics Teachers • Academic discourse o Seminar.

Donald C.5 Issues and trends • Teaching Mathematics and Science in English Language • Mathematics in smart schools • ICT in mathematics education Total 3 45 Assessment Main References Coursework 50% Examination 50% Dosey. Integrated Curriculum for Secondary School.KPM. Integrated Curriculum for Primary School. Issues in mathematics teaching. Sukatan Pelajaran Matematik Tahun 6 (2001). K. Reston.CDC. Virginia. USA: Houghton Mifflin.USA: David Fulton Publishers. PPK. G. (1999). W. PPK.4 (2005) 2006). Professional standards for teaching mathematics. MOE. Kurikulum Bersepadu Sekolah Rendah. Integrated Curriculum for Secondary School. (pp. NCTM. Kementerian Pendidikan Malaysia. (2001). Day.CDC. (2002). al. 7 Additional References . (pp. Curriculum Specifications Mathematics Year 1-5 (20022006). Orlich. 1-107). al. Sukatan Pelajaran Matematik (2001).(2006). Curriculum Specifications Mathematics Form 1 . CA:Thompson Learning. MOE.KPM.KPM. Teaching strategy: A guide for effective instructions. Kurikulum Bersepadu Sekolah Rendah.Ways of learning. John et. Ministry of Education Malaysia. The nature of mathematics. Kementerian Pendidikan Malaysia. Kementerian Pendidikan Malaysia. PPK. Sukatan Pelajaran Matematik (2000). 75-229). Learning mathematics in elementary and middle schools. USA: Pearson Prentice Hall. 1-107). P. for Pritchard. (2001). Mathematical methods and modelling today’s mathematics classroom. Cathcart . et. Gates. Ministry of Education Malaysia. UK: Taylor & Francis Group. Alan (2005) .J. The challenge of lifelong learning. (pp. et. C. UK: Brooks/ Cole. 9th ed. UK: Taylor & Francis Inc. Kurikulum Bersepadu Sekolah Menengah. National Council of Teachers of Mathematics (1991). Curriculum Specifications Mathematics Form 5 (2006). al. Ministry of Education Malaysia. Smith. (2001).

Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Geometry (Geometri) MTE 3103 3(2+1) 60 hours English Nil One/ Two 1.g. exposure to dimensional geometry of the Platonic solids is also highlighted. translation. investigate isometry and symmetry and explore conics 3. In addition.g. Pelajar akan mempelajari corak dalam seni dan reka bentuk. Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi geometri. The use of ICT e. Use ICT e. pelajar juga akan didedahkan kepada geometri dimensi bagi pepejal Platonic. symmetries and transformations. Kursus ini juga membincangkan konsep dalam satah geometri. Geometer Sketchpad to explore and create tessellations. Integrate basic techniques to construct geometric models Synopsis This course provides an opportunity for the students to explore the applications of geometry. glide reflections in art and design 2. Students will also discover patterns in art and design. GSP is applied as a tool to investigate and construct projects in geometry. Apply the theory of transformation and isometrics in plane geometry: rotation. simetri dan transformasi. Selain itu. It discusses concepts in plane geometrytessellations. Teknologi Maklumat dan Komunikasi seperti Geometer Sketchpad akan digunakan sebagai alat untuk menyiasat dan membangunkan projek geometri. 8 . teselasi.

faces & edges • Archimedean solids • Kepler-Poinsot solids 6 4 Geometric Modeling • Paper Engineering .Topic Theory Content Hours 1 Plane tessellations • Types of tessellations • Tessellation and art • Fractal geometry 5 6 2 Plane symmetries and transformations • Isometry of the plane o rotation o reflection o translation o glide reflection • Plane symmetry • Finite symmetry groups and the seven Frieze patterns 5 3 Regular and Semi-regular solids • Five platonic solids • Vertices. ellipse and hyperbola 9 .art and design 8 5 Conics • Locus • Parabola • Ellipse • Ellipse and parabola • Parabola.pop-up techniques .pop-up models .

g. books and packaging • produce a pop-up card 6 4 Exploring Conics Using ICT e.Sub Total 30 Practical 1 Geometer Sketchpad • explore and create tessellations • familiarization with basic commands of GSP • explore and create basic transformations • develop a tool kit for tessellation. GSP • Locus • Parabola • Ellipse and hyperbola 6 5 Exhibition • GSP toolkit for tessellation and isometry • Potato printing • Paper engineering project 2 Sub Total Total 10 30 60 . isometry of the plane and conics 10 2 Construction of platonic solids • paper construction of 5 platonic solids • paper construction of Archimedean solids • construction of Kepler-Poinsot solids • photographs of the solids constructed 6 3 Paper Engineering Project • explore and analyse the mathematics of some basic paper folding techniques • analyse a collection of paper engineering in cards.

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USA: Prentice Hall.H.12-13.C. (2001). (1986). (2000). 5th ed.P. (1992).J. (2004). Visions of symmetry: Notebooks. (1996). Parks. (1976).The nature of mathematics. Smith. pp 6-13. Inc. P. MA: Johnson. Glencoe : McGraw Hill. Arlington. Mathematics Teaching.Assessment Coursework Examination 60% 40% Main References Grayson. (1990). Excursions in modern mathematics. New York: W. London: Falmer Press. periodic drawings and related works of M. vol. (1995). K. Symmetry. NJ: Pearson Prentice Hall. London: Cambridge University Press. Pop-up paper engineering. A. F. Additional References Budden. R. no 2. et. J. rigid motions and patterns. Polyhedra: A visual approach. 2nd ed. Schattschneider.11. Russell. COMAP. Crowe.al.CA. H. vol. Tannenbaum. The fascination of group.J. pp. Escher.: University of California Press. D. Berkeley. Micromaths. Mathematics in life society and the world. (1972). Pugh. Freeman.154. Using Geometer's Sketchpad to explore combined transformations. Nets with polyhedra.D. 12 .

Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Decision Mathematics (Matematik Keputusan) MTE 3104 3(3+0) 45 hours English Nil One/ Two 1. analisa laluan algoritma. algorithms. Apply mathematics algorithms. cabang tentang carian. networks. heuristic algorithms. jenis-jenis pemprograman linear. critical path analysis. searching. Kursus ini menyediakan maklumat pengenalan kepada Matematik keputusan. graphs. types of searches. sorting. Select appropriate tools for making decision in mathematics 4. linear programming. rangkaian. kritikal. 13 . algoritma heuristik dan kaedah mengisih. Integrate knowledge and understanding of Decision Mathematics and mathematical modeling in daily life Synopsis This course introduces students to another useful branch of mathematics. graphs. heuristic algorithms and methods of sorting. Define the various tools in decision mathematics 2. graf. It provides information about introduction to decision Mathematics. linear programming and critical paths analysis in decision making 3. Kursus ini memperkenalkan pelajar kepada satu lagi matematik yang berguna.

path. key even. • Constructing a network diagram • Analyzing a network diagram • Resource Management • • Algorithms Introduction and definition of Algorithms 6 11 7 2 14 . edge. symbols. events. trail.Topic 1 Content Introduction • What is Decision Mathematics? • Tools in Decision Mathematics Types of searches • Linear search algorithm • Indexed sequential search algorithm • Binary search algorithm Linear Programming • Types of Linear Programming problems o Infinitely many solutions o Empty feasible regions o Unbounded feasible regions o Degeneracy o The Simplex Method in Linear Programming Hours 1 2 4 3 10 4 Graphs 3 • • Definitions of graph. degree Types of graphs o simple graph o walk. cycle o Hamiltonian cycle o digraph o incidence matrix o planar graph o bipartite graph 6 5 Networks • Kruskal’s Algorithm • Prim’s Algorithm • Dijkstra’s Algorithm Critical Path Analysis • Introduction and definition of Critical Path Analysis • The elements of a network diagram : dummies.

John (2000). CA:Thompson Learning. 3rd ed. British Library Publication.J. Smith. (2002).• 8 Ways of communicating algorithms 4 Heuristic Algorithms • First-fit Algorithm • First-fit decreasing Algorithm • Full bins Methods of Sorting • Interchange sort • Bubble sort • Shuttle sort • Quick sort Total 9 4 45 Assessment Main References Coursework Examination 50% 50% Parramore. K. British Library Publication. al (2004). (2001). 9th ed. UK : Paperback. K. UK. Sam L. et. Additional References Hebborn . Parramore. Decision Mathematics 1 D1. et. Savage. The nature of mathematics. al (2004). UK : Paperback. UK. Decision mathematics. Decision making with insight. Decision Mathematics 2 and C. 3rd ed. K. 15 .

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pelajar akan mengimbas kembali konsep yang berkaitan dengan kebarangkalian dan menerokai statistik inferens seperti ujian-t. analisis varians (ANOVA) dalam pengujian hipotesis dan regresi linear dalam menganalisis perhubungan linear dalam dua pembolehubah (bivariate). ujian Chi-Square. Dalam kursus ini. Chi-Square test. Kepentingan menggunakan kaedah statistik yang sesuai dalam penyelesaian masalah harian adalah dititikberatkan. 17 . students will revisit the concepts of probability and explore inferential statistics such as t-test. ANOVA and linear regression in hypothesis testing • Apply their knowledge and understanding of these areas in statistics to relevant real life problems Synopsis In this course. analysis of variance (ANOVA) in hypothesis testing and linear regression in analyzing linear relationship in bivariate variables. The importance of using the appropriate statistical methods in solving real life problems is emphasized.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite to entry Semester Learning outcomes Statistics (Statistik) MTE 3105 3(3+0) 45 hours English Nil One/Two • • • Explain the theoretical and empirical aspects underpinning probability Apply sampling and estimation theory in estimating the mean of a population Use inferential statistics such as Chi-Square test.

Topic 1 Content Probability • Introduction to probability o Theoritical o Empirical • Compound Events o Independent Events o Mutually Exclusive • The Addition and Multiplication Rule • Probability Tree o Theoretical • Conditional Probabilities Sampling and estimation theory • Elementary sampling • Sampling distribution • Point estimation and interval estimation • Confidence level • Reading Statistic Tables • Estimating the Mean of Population when STD of the Population is Known • Estimating the Mean and STD of Population From Sample Data • Estimating the mean of a population based on a small sample size Hypothesis testing • Introduction • Methodology for hypothesis testing. • Testing one mean • Testing the difference between two population means • Testing a population proportion • Testing a population variance (standard deviation) • Testing the ratio of two population variance(standard deviation) The Chi-square hypothesis test • The general procedure for the test • The goodness of fit test • The test of association Analysis of variance ( ANOVA ) • Introduction on one way Independent ANOVA • Calculating ANOVA by hand • Calculating ANOVA using EXCEL Hours 3 2 9 3 12 4 9 5 6 18 .

NY:McGraw-Hill Book Company. Additional References Cook. Introductory Statistics. G. I. al ( 2000). al ( 2000). Boston. Statistics crash course. 3rd ed UK. Smitters. Statistics 2. M. 5th ed. ( 2003 ). Hodder Murray Davies. M (2000). et. D. Advanced Modular Mathematics Statistics 1. G et. Spielgel. (1985). 2nd ed. Smitters. al ( 2000). Davies. J. Rowntree. G et. Advanced Modular Mathematics Statistics 2. Harper Collins Publisher Ltd. M et. 2rd ed UK. Harper Collins Publisher Ltd. R. Introducing Statistics. Norusis. al ( 2005). NY: Oxford University Press. Hodder Murray Mann. MA: Pearson Education. 19 .6 Linear Regression • Introduction o Independent variables o Dependent variables o Scatter diagram • The least squares straight line o Interpolation and extrapolation Total 6 45 Assessment Main References Coursework Examination 50% 50% Eccles. 3rd ed UK: Martins the Printers Ltd. NY: Wiley. 2rd ed UK. (2000). 3rd ed UK. Advanced Modular Mathematics Statistics 3. M et. (2004). Upton. Harper Collins Publisher Ltd. 2rd ed UK. Prem S. G et. Smitters. Statistics 3. Statistics 1. A. USA: Mc Graw Hill. Statistics without tears: A primer for non mathematicians. SPSS X: Advanced statistics guide. al (2004). al ( 2005).

Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Resources in Mathematics (Resos dalam Matematik) MTE 3106 3(3+0) 45 hours English Nil One/ Two 1. 20 . Students will be introduced to printed materials. Pelajar akan diperkenalkan dengan bahan bercetak. technology in Mathematics. alat bantu pengajaran dan pembelajaran. Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi pelbagai resos dalam pengajaran dan pembelajaran matematik. Choose appropriate and relevant mathematics resources 2. Produce creative manipulative materials to support teaching and learning in mathematics 4. Mathematics facilities and management of resources. Display effective management skills in planning and handling mathematics resources Synopsis This course provides an opportunity for students to explore the applications of various resources in teaching and learning Mathematics. Demonstrate their understanding in using the resources 3. teaching and learning aids. kemudahan-kemudahan Matematik dan pengurusan resos. teknologi dalam Matematik.

LCD • Software packages o Teaching packages o Teaching software and courseware • Internet and online instructions Mathematics Facilities • Mathematics Laboratory • Mathematics garden • Mathematics corners Management of resources • Inventory and records • Monitoring and maintenance • Planning and budgeting Total Hours 6 2 12 3 15 4 6 5 6 45 21 .Topic 1 Content Printed materials • Books o text. Base ten blocks o Nets and solids o Measuring instrument : weighing scale o Computing tools: calculators. Cuisenaire rods. reference o Literature books  Integrating literature in teaching and learning Mathematics • Journals and articles Teaching and learning aids o Manipulative kits: geoboard. Dienes blocks. abacus. rods & sticks Technology in Mathematics • Hardware o Computers.

Additional References Burns. UK: Mashford Colour Press.jsp http://www.co.htm http://www. (2003). Marilyn (1992). Andria P.etacuisenaire. Trautman. NJ: Prentice Hall. UK: Wadsworth/ Thompson Inc.curriculumsupport. Understanding mathematics in the lower primary years. vol 1-3.Assessment Main References Coursework Examination 50% 50% Foresman. UK: Simon and Schuster. I see maths books.wikipedia. Prime calculators: Children and mathematics. (1991).html http://homepage.mathsisfun.html http://mathforum. Sue and Dunne.org/wiki/Cuisenaire_rods http://www.pdf http://www.co.nsw. Publication.com/cuisenairerods/cuisenairer ods.education. Scott (2000).teachingenglish.s html http://en.uk/subjects/maths/acti vities/year3/number_deans/question. Richard (2003).ulm. Haylock.cuisenaire.com/efithian/Geometry/Activity03. UK: Paul Chapman. National Curriculum Council.edu/~esmith/250/31/repbase10.org/wiki/Geoboard http://www.arcytech.uk/think/resources/rods.uk/cuisenaire/products/history/ algebra.innovationslearning. Mathematics: A good beginning . Websides http://www. D.html http://www.au/sec ondary/mathematics/assets/pdf/literacyy7/s4placevalue2 .wikipedia.mac. Jennings. Interactive mathematics: Lessons and tools.org. 6th ed.gov. Betty K (2003).asp http://www.html http://en. & Lichenberg.org/java/b10blocks/description. About Teaching Mathematics.com 22 .org/trscavo/geoboards/intro1. Maths Solution.

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Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite to entry Semester Learning outcomes Planning and Teaching Mathematics (Perancangan dan Pengajaran Matematik) MTE 3107 3 (3+0) 45 hours English Nil One/ Two 1. 24 . Students are taught and guided to incorporate appropriate methods and techniques in their planning. Selain itu.organized Mathematics lesson plan with correct format 2. Apply the relevant mathematical learning theories and ideas throughout the lesson Synopsis This course will provide an opportunity for students to begin planning an effective Mathematics lesson. using relevant Mathematical ideas. Kursus ini memberi peluang kepada pelajar untuk merancang suatu pelajaran Matematik yang efektif. Pelajar diajar dan dibimbing untuk menggunakan kaedah dan teknik yang sesuai dalam perancangan dengan menggunakan idea Matematik yang relevan. applications of Mathematics learning theories are highlighted in the teaching and learning of Mathematics. Produce a well. aplikasi teori pembelajaran Matematik diberikan perhatian dalam pengajaran dan pembelajaran Matematik. In addition. Select the appropriate method and technique in carrying out teaching and learning mathematics 3.

music and dramas • Recreation mathematics • Project based learning Total 6 5 9 45 25 . weekly and daily lesson plan o format : its components o guidelines • Classroom management and communication • Micro and macro teaching Mathematics Teaching Methods and Techniques • Induction and deduction • Discovery and investigation • Questioning and discussion • Practical work • Expository • Laboratory • Demonstration • Cooperative and collaborative learning • Student centered. teacher centered. poems.Topic 1 Content Planning Mathematics Lessons • Revisit Primary Mathematics Curriculum • Preparing Scheme of Work o yearly/term. media centered approach Learning mathematics • Behaviourism • Cognitive and constructivist • Hours 9 2 12 3 9 Humanistic approach 4 Mathematical knowledge of teaching • Factual information • Concept • Algorithm • Doing mathematics Enhancing learning mathematics • Learning styles and individual differences • Social context of teaching and learning mathematics • Creative arts in mathematics o stories.

Freiberg & Driscoll (2005). Roy (1987). USA: Thomson. Constructive education for children. Primary mathematics :Theory and practice. W. Thomas R. at. Christine. (1992). Strategies and Methods for Effective Teaching.Raising the Standards. NY: John Wiley and Sons Inc. Mooney. al(2004) . D. USA: Pearson. USA: P. A source book for teachers. Mathematics for Children: Challenging Children To Think Mathematically(2nd Ed).P Education series. USA: Wadsworth/Thomson Learning 26 . Universal teaching strategies. Alan Louis (1987). (2004). N.(1999). Teaching mathematics in grades K-8: Research-based methods. UK: Allyn and Bacon. Claire et. London: Continuum. (2001). 4th ed. Kennedy. The development of mathematical skills. London: The Unesco Press. L. Lang. Hopkins. G.USA: Pearson. H. UK: Blackwell. Australia: Pearson. L. (2005). Rays. Sgroi. (2002). D (1975).Teaching Elementary and Middle School mathematics .Assessment Main References Coursework Examination 50% 50% Hollands. Mathematics in the primary school. & Evans. M. S.Guiding Children’s learning of Mathematics(10th ed). all (2001). Helping children learn mathematics. UK: Learning Matters. et. Bottle. Early education : The school years. Post. R.C. Bobis. Additional References Cohen.Teaching Mathematics in The Primary School. Wall. USA: David Fullton.al. J. (2006) Models. Robert E.

‘derivatif’ dan ‘integral’ serta pola dan perhubungan. Differentiate between functions and non. Find the first and second derivatives of functions 6.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite to entry Semester Learning outcomes Basic Calculus (Kalkulus Asas) MTE 3108 3(3+0) 45 hours English Nil One/ Two 1. At this point. basic understanding of limits and limit theorem. Determine the inverse of a function 4. derivatives and integrals. 27 . kefahaman asas mengenai had dan teorem had. Apply the concepts of derivatives and integrals in problem solving Synopsis This course focuses on the key concepts of Calculus which includes functions and graphs. and patterns and relationships. Pelajar boleh mencari derivatif pertama dan kedua bagi fungsi serta titik minimum dan maksimum bagi graf. fungsi dan graf. Penggunaan dan aplikasi teknologi dijelaskan melalui kalkulator grafik dan perisian seperti Geometer Sketchpad untuk melakar dan membuat interpretasi graf fungsi.functions 2. Kursus ini memfokuskan kepada konsep utama dalam Kalkulus. Sketch graphs of elementary functions manually and/or using graphing calculator 3. The applications and use of technology is also emphasized through graphing calculator and software such as Geometer’s Sketchpad to sketch and interpret the graphs of functions. students are able to find the first and second derivatives of functions and minimum and maximum points of graphs. Recognise patterns and relationships 5.

S. & Steketee. Calculus : A Complete Course.Topic 1 Content Functions and graphs • Patterns and relationships • Use of variables to express relationships • Pattern recognition • Concepts of functions o Composition of functions • Domain and range • Inverse of functions • Graph sketching o by hand o graphing calculator o GSP Limits and continuity • Definition of limits • Properties and theorems of limit • One-sided and two-sided limits • Concepts of continuity • Properties and theorems of continuous function Derivatives • Definition: Slope of a tangent to a curve at a point • Definition of a differentiable function at a point • First derivatives • The first principle • Formula • Second derivatives • Applications of derivatives Integrals • The concept of anti-derivatives • Indefinite and definite integrals • Applications of integrals Total Hours 9 2 12 3 12 4 12 45 Assessment Main References Coursework Examination 50% 50% Bittinger. (2000). (2004).et. Exploring calculus with the Geometer’s Sketchpad.. L. M. (2002). C. CA: Key Curriculum Press.al. Finney. 2nd ed. Pantozzi. 8th ed. USA: 28 . Boston: Pearson/Addison-Wesley. Calculus and its applications. Emeryville. Clements. R.

(1995). P. The Geometer’s sketchpad: Dynamic geometry software for exploring mathematics. D.Addison Wesley. Additional References Barnet et. Emeryville. Single variable calculus: Concepts and contexts. J. & Robertson. D. 29 . Calculus concepts and applications. Foerster. Berlinski.. NY: Mc Graw Hill. USA: Thomson & Nelson. De Temple. Ross (2002). A tour of the calculus. Palo Alto. (1998). Stewart. New Mathematics IIB. CA: Key Curriculum Press. CA: Dale Seymour Publications. A. (2000). Precalculus: A graphing approach. CA: Key Curriculum Press. ___ _____ (2001). The CALC handbook: Conceptual activities for learning the calculus. [Computer software] Emeryville. Key. Version 4. (1991). J. Belmont. New York: Pantheon Books. (2005). Brodie.al.. CA: Thomson Higher Education.

sesi pengajaran mikro dan makro. also construction of teaching aids. Discussions cover topics related to teaching of numbers. approaches and strategies Synopsis This course exposes to the students that children learn mathematics by constructing their own ideas at different levels and stages. Perpuluhan dan Peratus) MTE 3109 3(2+1) 60 hours English Nil One/ Two 1. Relate the mathematical learning theories into the children’s framework of learning numbers 2. 30 . Kursus ini memberi pendedahan kepada pelajar bahawa kanak-kanak belajar matematik dengan membina idea sendiri pada aras dan peringkat yang berbeza. decimals and percentages through various activities 4. Study the development of children’s understanding in mathematics 3. fractions. perpuluhan dan peratus serta membina alat bantu mengajar. Pecahan. Reinforce children’s mathematical concepts in numbers. Decimals and Percentages (Mengajar Nombor. Plan effective teaching lessons incorporating appropriate resources. Perbincangan meliputi perkara berkaitan dengan mengajar nombor.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite to entry Semester Learning outcomes Teaching Of Numbers. micro and macro teaching sessions. Fractions. pecahan. decimals and percentages. fractions.

decimals and percentages 15 2 Micro/macro teaching • Preparing an effective lesson plan • Carry out micro/macro teaching Sub Total Total 30 60 31 .Topic Theory 1 Content Hours Numbers • Whole numbers o Early number development o Numbers sense o Counting o The role of algorithms o Place value representation of numbers • Number operations and basic facts o Addition and subtraction o Multiplication and division • Operation sense and computations o Calculators and abacus o Mental computations o Computational estimation • Key issues in teaching whole numbers Fractions. ordering and rounding o Decimal operations • Percentages o Percentage • Key issues in teaching fractions. decimals and percentages • Fractions o Meaning of fractions and equivalent o Mixed number and improper fraction o Fractions operations • Decimals o Common fractions and decimals :relationship and conversion o Place value. decimals and percentages Sub Total Practical 15 2 15 30 15 1 Construction of teaching aids • Numbers • Fractions.

(2004). Booker. Maths for WA : Homework and books. USA: Prentice Hall. J. J.. Tucher. M. Fiona et. Lowrie.. Sydney: Pearson Education Australia. Bobis. Jerry (2000). P.. USA: Contemporary Books. Steve (2000). L. Benny F. Additional References Afonso.al. & Taplin. D. USA: Wadsworth Thomson Learning. Mathematics for children: Challenging children to think mathematically.. G. (2002). Numbers Power: A real world approach to maths. T. Teaching mathematics to all children:designing and adapting instruction to meet the needs of diverse learners. Guiding children’s learning mathematics. Bond. UK: Longman. 3rd ed. Kennedy. and Tipps. et. (2002). & Swan. (2004). Mulligan. Leonard M. 2nd ed. Teaching primary mathematics. 32 .al. Sydney: Prentice Hall.Assessment Coursework Examination 60% 40 % Main References Howett .

Apply concepts of linear equations and linear inequalities to solve related problems 5. Find the determinant and inverse of a matrix 2.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Linear Algebra (Aljabar Linear) MTE 3110 3(3+0) 45 hours English Nil One/ Two 1. Calculate the length of a vector. the dot product and angle between two vectors 3. In addition. Integrate knowledge of matrix algebra and vector space in daily applications Synopsis This course provides students with the knowledge of linear equations and inequalities. students are taught to find the inverse of a singular matrix using the adjoint method or elementary row operations. pelajar diajar mencari songsang matriks dengan kaedah adjoin atau operasi baris elementari. dan Gauss-Jordan serta Hukum Cramer dalam penyelesaian sistem linear. aljabar matriks dan ruang vektor. 33 . Selain itu. Determine a given vector as a subspace or independent vector 4. Gauss-Jordan Method and Cramer Rule in solving linear systems. Kursus ini membekalkan pelajar dengan pengetahuan tentang persamaan dan ketaksamaan linear. The idea is extended to using Elimination. Substitution. Konsep ruang vektor dalam R2 dan R3 juga dibincangkan. matrix algebra and vector space. Idea ini dilanjutkan kepada Kaedah Penghapusan. Penggantian. Concepts of vector space in R2 and R3 are also discussed.

dimension and rank • Applications of vector space in daily life Total Hours 15 2 10 3 20 45 34 .Topic 1 Content System of Linear Equations and Inequalities • Solving linear equations o Elimination Method o Substitution Method o Gauss-Jordan method • Linear Inequalities and Linear Programming o Homogeneous systems o Applications of Linear Equations and Inequalities Matrix Algebra • Matrix arithmetic • Systems of linear equations ( up to 4 unknowns) o Elementary row operations o Determinant and its properties  The Cramer’s rule  Singular and non-singular matrix  Inverse of a matrix o Adjoint method o Elementary row operations method Vector Space • Vectors in Plane R2 o Introduction to vectors o Vector Operations o Properties of Vector Operations o Length of vector o Dot product o Angle between two vectors • Vectors in Space R3 o General vector space o Subspace o Linear independence o Basis.

NY: Harcourt Brace Jovanovich. MA: Xerox College Publishing. & Enderton. NY: John Wiley.H. (1975). & Rorres. C. Precalculus: Understanding functions. (2001). et. O’Nan. Precalculus: Functions and graphs. CA: Brooks/Cole Publishing Company. USA : Thompson and Learning. (2000).al. 3rd ed. Goodman . Topics in algebra. Lexington. Lewis.N. Elementary linear algebra: Applications version . M. Stewart. I. (2000).(1990). 35 .Assessment Main References Coursework Examination 50% 50% Dugopolski . Pacific Grove. Linear algebra. Arthur and Hirsch.B. J. 8th ed. USA : Addison and Wesley. Algebra and Trigonometry. Additional References Herstein. 2nd ed. A. (2002). Howard.

the use of technology. measurement graphs and data handling effectively 3. penggunaan teknologi. Pelajar akan diperkenalkan dengan strategi pengajaran dan pembelajaran. Apply the knowledge gained appropriate Synopsis In this course. Reflect on classroom practice in these areas 4. pelajar akan belajar konsep utama geometri. micro and macro teaching sessions.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite To Entry Semester Learning Outcomes Teaching of Geometry. Plan for progression in the teaching of geometry. students will learn the key concepts in geometry. Measurement and Data Handling (Mengajar Geometri. perancangan pengajaran efektif. measurement and data handling. pengukuran dan pengendalian data. measurement and data handling 2. sesi pengajaran mikro dan makro. effective planning and teaching. Dalam kursus ini. They will be introduced to a range of related teaching and learning strategies. in real life situations where 36 . Demonstrate an understanding of current primary practice related to teaching of geometry. Pengukuran dan Pengendalian Data) MTE 3111 3(2+1) 60 hours English Nil One/ Two 1.

cylinder. properties and characteristics: cube. cuboid. circle o Classification of 2D shapes o Key issues in teaching 2D shapes • 3D Shapes o Vocabulary. sphere o Classification of 3D shapes o Nets of 3D shapes o Key issues in teaching 3D shapes • Applications of geometry in real life o 2D: shape and space (plane geometry) o 3D: volume (three dimensional) o Use of technology in geometry Measurement • Length o Standard and non-standard units o Conversion of units o Area and Perimeter • Liquid capacity and volume o Standard and non-standard units o Conversion of units o Volume of fluids Mass and weight o Standard and non-standard units o Conversion of units Time o Hour system • Key issues in teaching measurement • Applications of measurement in real life Data handling • Data manipulation o Collecting data o Displaying data o Interpreting data • Average o Deriving formula o Use formula to calculate • Key issues in teaching graphs and average Sub Total Hours 10 2 14 3 6 30 37 . polygon. properties and characteristics:Triangle. pyramid. quadrilateral. cones.Topic 1 Content Geometry • 2D Shapes o Vocabulary.

R. Effective teaching strategies: Lessons from research and practice. 4th ed.. J. Additional References Bennett. (2005). Killen. & Bezuk. (1999). MA: Pearson Education. D. N.1 Practical 2-D and 3-D shapes • Construct geometrical shapes • Analyse the properties of the geometrical shapes • Classify the geometrical shapes Data handling • Collect data on the following o Length o Liquid capacity and volume o Mass and weight o Time • Display and interpret data in graphical form using appropriate technology Oral presentation Micro/macro teaching • Prepare effective lesson plan • Carry out micro/macro teaching Sub Total Total 10 2 10 3 10 30 60 Assessment Main References Coursework Examination 60% 40 % Askew..Y.M. Rowntree. 5th ed. Exploring geometry with The Geometer’s Sketchpad.H. D.G. (1998). Pothier. Emeryville. London: Sage Inc. W. Vance. New Jersey: Pearson Education. Teaching primary Mathematics. (2004). D. 38 . M. Boston. Learning mathematics in elementary and middle school: A learner centered approach. (2006). Wentworth Falls: Social Science Press. Haylock.S. Cathcart. Mathematics explained for primary teachers.CA: Key Curriculum Press. Statistics without tears: A primer for non mathematicians. (2006). London: Hodder Arnold.

mathematical difficulties and diagnostic test. special needs in Mathematics education and applications of technology in assessment. kesukaran Matematik dan ujian diagnostik. Apply acquired knowledge in planning and implementing assessment 4. keperluan khas dalam pendidikan matematik dan aplikasi teknologi dalam pentaksiran. misconception and learning needs in mathematics 2. Plan suitable activities for remedial. difficulty. Integrate the applications of technology in assessment Synopsis Students will be exposed to the skills of carrying out testing and evaluation. enrichment and special needs pupils when applicable 3. 39 .Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite to entry Semester Learning outcomes Assessment Practices in Mathematics (Amalan Pentaksiran dalam Matematik) MTE 3112 3(3+0) 45 hours English Nil One/ Two 1. The topics discussed are testing and evaluation. Identify pupils’ ability. Topik-topik yang turut dibincangkan ialah mengenai pengujian dan penilaian. Pelajar akan didedahkan tentang kemahiran menjalankan pengujian dan penilaian.

o school based test o classroom test • Diagnostic assessment and administration o principles of item construction o implementation and administration o analysis of results • Misconception and Mathematical Difficulties o Misconception o Newman Error Analysis  reading  comprehension  transformation skills  process Skills  encode  carelessness  motivation Special needs in Mathematics Education • Effective teaching skills for special needs o exhibit a range of creative and effective teaching for special needs Hours 15 2 15 3 10 40 .Topic 1 Content Testing and Evaluation • Definition • Assessment Design o Principles of item construction o Solo / Bloom Taxonomy o Curriculum specification and Planning of test (test blue print) • School based and classroom assessment o Formative and summative o Formal and informal evaluation o Alternative assessment • Interpretation of assessment o Item analysis and interpretation of items (difficulty and discrimination index) o Evaluation of reports and reporting o Monitoring  recording progress and monitoring of students’ achievement • Assessment administration o Test administration o Test moderation and marking scheme o Test reliability and validity o Bank items Mathematical Difficulties and Diagnostic test • Diagnostic test o standard IQ test.

Maths assessments.o learning strategies for special • • education needs Enrichment activities Remedial activities Other types of learning disabilities o Dyslexia o Dyspraxia o Dyscalculia o Dysphasia 5 • 4 Applications of technology in assessment • ICT in assessment • Item construction (software e. Kementerian Pendidikan Malaysia (1993). J-Quizzes) • Item analysis (Quest-2. Hot potatoes. D.g. Wadsworth/Thompson Inc. Malaysia: UTM Skudai. Hopkins. Yudariah Mohamad Yusof et. Buku panduan pengayaan dalam KBSR/matematik. UK: David Fullton. Mathematics a good Beginning. (2003). Mathematics in the Primary school. & Clemson. 6th ed. B.al. Christine (1999). W. Excel) Total 45 Assessment Main References Coursework Examination 50% 50% Clemson. 41 . (1995). (2005). Diagnostik & pemulihan: Kesalahan lazim bagi beberapa tajuk matematik sekolah menengah. Buku panduan pemulihan dalam KBSR/matematik. Troutman. KL: Pusat Perkembangan Kurikulum. Additional References Kementerian Pendidikan Malaysia (1993). A. and Lichtenberg.P. KL: Pusat Perkembangan Kurikulum. UK: Stanley Thomas Publishers Ltd.K.

6. Explain the basic of research including types of educational research. Analyse and discuss current issues in education that can be investigated through action research. 2. 42 . dan kaedah mendokumentasi hasil penyelidikan tindakan dalam bentuk laporan atau kertas kerja kajian. Discuss what is action research and its process. research designs. menganalisis dan menginterpretasi data penyelidikan. It will also explore ways of acquiring the skills of planning an action research.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Action Research I – Primary Mathematics (Methodology) (Penyelidikan Tindakan I – Matematik Sekolah Rendah (Kaedah) MTE3113 3 (3+0) 45 hours English None One/Two Course Code Credit Contact Hours Medium of Instruction Pre-requisite to entry Semester Learning Outcomes 1. 5. 4. and documenting the action research findings in a report or article. Kursus ini memberi pengetahuan tentang pelbagai kaedah penyelidikan dalam pendidikan dan asas penyelidikan. report and journal article. 3. analysing and interpreting the research data. Acquire the skills of planning and implementing an action research in school. Acquire the skills of writing an action research proposal. procedure and ethics. Ia juga meneroka cara-cara memperolehi kemahiran merancang dan melaksana satu kajian tindakan. Synopsis This course provides knowledge about the various research methods in education and the basic of educational research. Describe the educational research methods and their use in education. implementing the research.

Topic 1 Content An Introduction to research methods in education • The aims of educational research Hours • The characteristics of educational research • Approaches in educational research The positivist approach (quantitative) The interpretive approach (qualitative) 3 • Ethics of educational research .Ethical codes 2 Types of educational research Basic research Applied research Action research Evaluation research Introduction to various types of education research design • Quantitative research Experimental Quasi-experimental Survey Correlational 3 • Qualitative research Ethnography Case study Historical 3 Educational research procedure • Choosing a research problem • Determining the research objective • Determining the research questions • Determining the research hypotheses • Reviewing the literature • Planning the research design • Determining the sampling procedure • Constructing the research instrument • Constructing the validity and reliability of the instrument • Determining the data collection procedure • Collecting data 3 43 .The important aspects of research ethics .

Jack Whitehead’s model .• Analysing and interpreting the data • Reporting the results and findings 4 Action research • Definition and concept • The characteristics of action research • The importance of action research • Issues related to action research Models of action research .Dave Ebbutt’s model . participant-observer. 1946 and Laidlaw.Stephen Kemmis’s model . semi-structured. participant • Document analysis • checklists • Interview: structured.1992: • Identifying an aspect of the educational practice to improve • Planning an action • Implementing the action • Collecting the data • Reflecting on the action (before.Jean Mcniff’s model .Kurt Lewin’s model 5 Action research: The process Adapted from the models of Lewin.John Elliott’s model . unstructured 3 3 3 7 3 44 . during and after the action) Taking further action Developing the second cycle of action research 6 Action research: Planning and proposal • Context • Focus / aspect of practice to improve • Research questions • Literature review • Subjects of the study • Action plan • Implementation of action plan • Data collection methods • Reflection: Data analysis and interpretation • Work schedule • Budget • Sources of reference Action research: Data collection methods • Observation: : observer.

8 Action research: Data collection methods • • • • • • • • • • 9 Questionnaires Video and cassette recordings Logs Field notes Photographs Portfolios Anecdotal records Slides Journals Diaries 3 Action research: Data collection considerations Sampling. percentage. bias • Sampling and bias • Validity: External critics (originality of the data) Internal critics (accuracy of the data) Data triangulation 3 • Reliability.The generalisability of findings • Ethics 10 Action research: data analysis Qualitative data • Content analysis • Categorising the data • Coding the data • Arranging the data into analysis grids • Identifying the issues/assertions • Further research activities Action research :data analysis Quantitative data • Descriptive analysis: Frequency. mean. correlation coefficient 12 Interpreting the action research data • Integrating various sources of data • Connecting the data with literature review • Summarising the results and drawing conclusions Writing an action research report • The context/background of the study • Literature review 45 3 11 3 3 13 3 . reliability. mod. median. standard deviation. validity.

Management Skills in School. & Wallen. (2005). A guide for the Teacher Researcher. Jones. . Additional Reference Fraenkel. Action Learning and Action research. E. B.E.(1990). Planning. (2000). Mills. and Evaluating Quantitative And Qualitative Research. Educational Research. (2001). Research Methods in Education (5th. G. Ohio: Prentice Hall. McGraw-Hill Gillham.). D. London: Kogan Page. 46 . W. USA.• • • • • • • • 14 Focus/ aspect of the practice to improve The action plan Implementation of action plan Data collection methods Data analysis and interpretation Reflection and implications Plan for further action Citation of references :American Psychological Association (APA) Writing an action research article • • • • • • • • • • 15 Abstract The context Research focus Action plan Implementation of action plan Data collection methods Data analysis and interpretation Reflection and implications The next step Bibliography 3 Ways of making action research data public • Seminars • Publications • Action research networks 3 Assessment Main Reference Coursework 50% Examination 50% Cohen. Conducting. (2003). L. L.R. Ohio: Prentice Hall. London: Routledge Falmer. J. Eds. J. (2005). K. Manion. (2000). N. Kembar. How to Design and Evaluate Research in Education. London: Continuum. J. & Morrison. Action Research. The Research Interview. London: Paul Chapman Publishing. Creswell.

Macintyre. 2. serta sebahagian idea utama matematik berkaitan dengan kalkulus. Its contents cover mathematics in every day life. Investigate mathematics as an ongoing cultural activity 3. London: David Fulton Publishers Ltd. Demonstrate an understanding of the nature of mathematics and its applications 4. classical codes and ciphers. Apply the various mathematical processes and problem solving techniques Synopsis This course relates students to the earlier mathematics courses. use of mathematical modeling in biology and ecology. Isi kandungannya meliputi matematik di dalam kehidupan harian. Kursus ini dikaitkan dengan kursus-kursus matematik yang sebelum ini. codes and cryptography. The Art of Action Research in the Classroom. and some key mathematical ideas related to calculus. Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Course Code Credit Contact Hours Language Of Delivery Prerequisite to entry Semester Learning outcomes Applications of Mathematics (Aplikasi Matematik) MTE 3114 3(2+1) 60 hours English Nil One/ Two 1. 47 . (2000). kod klasik dan nombor rahsia. kod dan kriptografi. penggunaan model matematik dalam biologi dan ekologi. Explore the role of mathematics in modern technologies. C.

Topic 1 Content Theory Mathematics in every day life • Role of mathematics in modern technologies • Mathematics as an ongoing cultural activity • Bases for contemporary mathematics Classical codes and ciphers • The development of classical codes and ciphers using the following techniques o Transposition o Substitution Codes and cryptography • Error correcting codes: repetition codes. interactions between species. including the use of elementary number theory to produce computationally intractable systems of codes. Hadamard codes and the 1969 Mariner spacecraft • Linear codes: solution spaces for systems of linear equations and their use in error correcting codes • Public-key cryptography. bird flu etc Some key mathematical ideas related to calculus • Archimedes’ approximation of π • Archimedes’ determination of the area of a circle • Zeno’s paradox • Newton’s investigation of cubic curves Hours 4 2 4 3 6 4 10 5 6 48 . the RSA algorithm Use of mathematical modeling in biology and ecology • Predator-prey models: separate and non-separate generations. parity check codes. simulations • The use of simple differential equations in modeling safe and effective drug dosages • Modeling the spread of diseases such as AIDS. Hamming codes. the logistic equation.

Sub Total 30 1 Practical Mathematics in everyday life • Investigate the following o Role of mathematics in modern technologies o Mathematics as an ongoing cultural activity o Bases for contemporary mathematics • Compile the findings • Submit a written report Mathematical modeling • Conduct a mathematical modeling activity based on the following steps o Specify a real problem o Formulate a mathematical model o Solve the mathematical problem o Interpret the solution o Compare with reality o Communicate the results • Group presentation • Submit a written report Some key mathematical ideas related to calculus • Group project o Explore applications and relations of the following  Archimedes’ approximation of π  Archimedes’ determination of the area of a circle  Zeno’s paradox  Newton’s investigation of cubic curves o Presentation of project Sub Total 10 2 10 3 10 30 49 .

Scientific American. In P. R. Dym. 2nd ed. (1987). Principles of mathematical modelling. National Centre for Epidemiology and Population Health. The mathematics of public-key cryptography. (2002). London: Harper Collins. Stacey. L. Canberra. Bristol: IOP Publishing. (1990). J. Melbourne: University of Melbourne. J. VA: Consortium for Mathematics and Its Applications (COMAP). C. 241(8). & S. (1979). CAS-CAT Project. Solomon.. pp. Wilson (Eds. Malevitch. J. (1968). & Solomon. P. Humphreys.Total Assessment Main References Coursework Examination 60% 40 % 60 Coutinho. Lexington. MAA Notes. 11-17). Wilf. Cambridge: Cambridge University Press. Hellman. C. From number theory to secret codes. S. 16. UK: Cambridge. D. C. hack it. K. MA: A. π: A biography of the world's most mysterious number. T. Jackson. Modelling trends in numbers of deaths due to HIV/AIDS infection in USA and Australia. F. Y. & Ramsey. & Stillman. (1991). Projections of acquired immune deficiency syndrome in Australia using data to the end of September 1989 (Working Paper No. B. break it. 146–157. (1999). S. Haydock... H. M. K. Maynard Smith. Boston: Elsevier Academic Press. & Prest. Short-term prediction of the AIDS epidemic using empirical models. G. E.. R. M. (1986). I. & Froelich. C. (2004). ACT: Australian National University. J. (1993). Washington: Mathematical Association of America. (2004). 2nd ed. The mathematics of ciphers: Number theory and RSA Cryptography. Natick. The cracking codebook: How to make it. 50 . M. Jackson. J. R. NJ: Prentice-Hall. Posamentier. A. Information and coding. (2002). Volume 30. Problems for student investigation. crack it.. (1991).. NY: Prometheus Books. J. groups and codes. Englewood Cliffs. Codes galore Module #18. Peters. (2004). H. Additional References Fazekas de St Groth. Amherst. A. G. Numbers. Full Singh.). Mathematical ideas in biology. & Lehmann. London: Cambridge University Press. Fazekas de St Groth. Froelich. S. Algorithms and complexity.

Upper Saddle River. L. A. Oxford: Oxford University Press..Trappe. 51 .. Codes and cryptography. D. W. Introduction to cryptography with coding theory. C. & Washington. (1988). J. 2nd ed. (2006). Welsh. NJ: Pearson Prentice Hall.

5. The students will also apply their skills on how to document and publish their research papers in a journal. 52 . Present an action research paper in the seminar. Kursus ini melibatkan kemahiran melaksanakan penyelidikan tindakan di sekolah. 3. 2. Write an action research report based on the research data collected. Pelajar juga akan menggunakan kemahiran mereka untuk mendokumentasi dan menerbit kertas penyelidikan dalam jurnal. Document and publish the action research paper in a journal. Course Code Credit Contact Hours Medium of Instruction Pre-requisite to entry Semester Learning Outcomes Synopsis This course involves skills of carrying out an action research in a school. Ia juga akan memberi peluang kepada pelajar mengorganisasi satu seminar penyelidikan tindakan dan membentang kertas penyelidikan tindakan dalam seminar itu. It will also provide opportunities for students to organise an action research seminar and to present their action research findings during the seminar. Implement an action research in a school. 4. Organise an action research seminar.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Action Research II –Primary Mathematics (Implementation and Reporting) [Penyelidikan Tindakan II – Matematik Pendidikan Rendah (Implementasi dan Pelaporan)] MTE3115 3 (0+3) 90 hours English None One/Two 1.

Topic 1 Content Implement an action research in school and write a draft report • The context/background of the study • Literature review • Focus of the study / identify the aspect of the practice to improve • The action plan Implement an action research in school and write a draft report • Implementation of action plan • Data collection methods Implement an action research in school and write a draft report • Analysis of data • Interpretation of data Implement an action research in school and write a draft report • Drawing conclusion • Reflection and implications Implement an action research in school and write a draft report • Plan for further action • Citation of references :American Psychological Association (APA) The final action research report • Read the draft report • Revise the draft • Edit the draft • Proof-read the draft • Final report Organisation of action research seminar • Theme of seminar • Working committee • Venue of seminar • Costing of seminar • Publicity Organisation of action research seminar • Selection and editing of action research papers Organisation of action research seminar • Selection and editing of action research papers Organisation of action research seminar • Planning of presentation of action research papers Hours 6 2 6 3 6 4 6 5 6 6 6 7 6 8 9 10 6 6 6 53 .

Management Skills in School. How to Design and Evaluate Research in Education. USA. (2005).A. 54 . McGraw-Hill Jones. Qualitative Data Analysis. M.(1990). and Huberman. J.M.E. J. Additional Reference McNiff. (1995).in the seminar 11 Action research seminar • Presentation of action research reports in the seminar 6 12 Action research seminar • Presentation of action research reports in the seminar 6 13 Documentation and publication procedure of action research • Collect action research papers Documentation and publication procedure of action research • Edit the action research papers based on constructive feedback from the seminar Documentation and publication procedure of action research • Document findings of action research papers Jumlah 6 14 6 15 6 90 Assessment Main Reference Course work 100% Fraenkel. (1994). London: Paul Chapman Publishing.B. Second Edition. London: Sage Publications.R. London: Routledge. Miles. N. Wallen.. J. Teaching as Learning: An Action Research Approach.