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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 Knowing Numbers (Mengenal Nombor) MTE3101 3(3+0) 45 hours English Language Nil One/ Two

1. Compare the development of various numeration systems 2. Generate a new numeration system of any base 3. Identify the characteristics of natural, rational, irrational and real
numbers

4. Perform fundamental operations on the various sets of numbers 5. Explore various number patterns and the underlying concepts
through recreational 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 the sets of natural, rational, irrational, real and complex numbers. In the process, students will apply their knowledge of numbers in estimation of quantities. Kursus ini akan memberi pendedahan kepada pelajar tentang sistem angka dan asas teori nombor. Pelajar juga akan menerokai dengan lebih mendalam tentang ciri dan teorem yang berkaitan dengan nombor asli, nombor nisbah, nombor bukan nisbah, nombor nyata dan nombor kompleks. Semasa proses pembelajaran, pelajar akan mengaplikasikan ilmu tentang nombor dalam penganggaran kuantiti.

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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 o Creating a new numeration system (project work) Elementary Number Theory

Hours 6

2

6

• Number systems
o o o 3

Definition Classifications within the set of real numbers Number representation 12

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

4

6

5

6

6

6

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7

Estimation of quantities • Rounding off numbers o whole Numbers o fraction and decimals o standard forms o square roots and surds Total

3

45

Assessment Main References

Coursework Examination

50% 50%

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.

Additional References

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. 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.

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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) MTE3102 3(3+0) 45 hours English Language Nil One/ Two 1. Explain the roles of mathematics, mathematicians and mathematics teacher

2. Justify the development of mathematics education and curriculum in
Malaysia

3. Interpret the national mathematics curriculum 4. Identify means to participate in the professional development of
mathematics teachers

5. 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 in their own professional development. It also requires students to study the development of the Malaysian Mathematics Curriculum. Kursus ini memberikan pendedahan kepada pelajar untuk menghayati sejarah dan peranan ahli matematik. Pelajar didedahkan kepada makna, peranan dan nilai dalam matematik serta peranan guru matematik dalam pembangunan profesionalisme kendiri. Pelajar juga akan meneliti pembangunan Kurikulum Matematik di Malaysia.

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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 Hours 9 2 9 3 3 12 3 • o Philosophy of KBSM Mathematics Education o Secondary Mathematics Curriculum o Study of connection of topics from primary to secondary mathematics 4 Professional development of Mathematics Teachers • Academic discourse o Seminar. NUTP.PESAMA • Roles of mathematics teacher 6 6 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) . books and journals • Academic bodies o Mathematics Teachers Association: NCTM. conferences. workshops.

Putrajaya: PPK. John et. Ministry of Education Malaysia.USA: David Fulton. CA:Thompson Learning. The challenge of lifelong learning. Issues in mathematics teaching. al. KPM. et. for Pritchard. Orlich. K. Curriculum Specifications Mathematics Year 1-5 Putrajaya: CDC. The nature of mathematics. UK: Taylor & Francis Group. (2001). (2001). Sukatan Pelajaran Matematik. al. Integrated Curriculum for Secondary School. Putrajaya: CDC. USA: Pearson Prentice Hall. Kementerian Pendidikan Malaysia. KPM. Reston.• 5 Life-long education 3 Issues and trends • Teaching Mathematics and Science in English Language • Mathematics in smart schools • ICT in mathematics education Total 45 Assessment Main References Coursework 50% Examination 50% Dosey.(2006). Kementerian Pendidikan Malaysia. Curriculum Specifications Mathematics Form 5. (1999). Ministry of Education Malaysia. Cathcart . Integrated Curriculum for Secondary School. Kurikulum Bersepadu Sekolah Rendah. (pp. Donald C. Putrajaya: CDC. UK: Taylor & Francis. National Council of Teachers of Mathematics (1991). Sukatan Pelajaran Matematik. Day. (pp. Ministry of Education Malaysia. al. (2002-2006). P. Kurikulum Bersepadu Sekolah Rendah. (2000). Teaching strategy: A guide for effective Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) Additional References 7 .J. 9th ed. (2005). 1-107). Alan (2005) . (2005). (2002). MOE. Gates. MOE.Ways of learning. W. Professional standards for teaching mathematics. Sukatan Pelajaran Matematik Tahun 6. Virginia: NCTM. Putrajaya: PPK. Kementerian Pendidikan Malaysia.KPM. UK: Brooks/ Cole. Curriculum Specifications Mathematics Form 1 – 4. (2001). MOE. 1-107). G. Kurikulum Bersepadu Sekolah Menengah. Smith. (2001). (2001). et. Learning mathematics in elementary and middle schools. Mathematical methods and modelling today’s mathematics classroom. C. Integrated Curriculum for Primary School. PPK.

pelajar juga akan didedahkan kepada geometri 3-dimensi bagi pepejal sekata dan separa sekata. investigate isometry & symmetry and explore conics 3. reflection. 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) MTE3103 3(2+1) 60 hours English Language Nil One/ Two 1. Selain itu.instructions. 3-dimensional geometry and conic sections. It discusses concepts in plane geometry tessellations. Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi geometri. Practical skills involving constructions of geometric models are emphasized. teselasi. Apply the theory of transformation in plane geometry such as rotation. simetri dan transformasi. USA: Houghton Mifflin. In addition. Teknologi maklumat dan komunikasi seperti geometer sketchpad(GSP) akan digunakan sebagai alat untuk menyiasat geometri satah. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 8 . and glide reflections in art & design 2. exposure to 3-dimensional geometry of the regular and semi-regular solids is also highlighted. 75-229). translation. Kemahiran praktikal melibatkan pembinaan model geometri ditekankan. symmetries and transformations.g. The use of ICT e. geometri 3-dimensi dan seksyen konik. Integrate basic techniques to construct geometric models Synopsis This course provides an opportunity for the students to explore the applications of geometry. (pp. geometer sketchpad (GSP) is applied as a tool to investigate plane geometry. Use ICT such as Geometer Sketchpad to create tessellations. Kursus ini juga membincangkan konsep dalam geometri satah.

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. faces & edges • Archimedean solids • Kepler-Poinsot solids 6 4 Geometric Modeling • Paper Engineering .pop-up models .art and design 8 5 Conics • Locus • Parabola 9 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) .pop-up techniques .

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. ellipse and hyperbola 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.g.• • • Ellipse Ellipse and parabola Parabola. GSP • Locus • Parabola • Ellipse and hyperbola 6 5 Exhibition • GSP toolkit for tessellation and isometry • Potato printing • Paper engineering project 10 2 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) . books and packaging • produce a pop-up card 6 4 Exploring Conics Using ICT e.

Sub Total Total 30 60 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 11 .

: University of California Press. (1990). Smith. (2001). (2000). Excursions in modern mathematics. Escher. D. pp.D. Crowe. J. (2004). Visions of symmetry: Notebooks. COMAP.154.al.Assessment Coursework Examination 60% 40% Main References Grayson. London: Falmer Press.J. (1995).11. 2nd ed. Glencoe : McGraw Hill.C. (1972). 5th ed. pp 6-13.J.The nature of mathematics. Micromaths. New York: W.CA. Pop-up paper engineering. (1996). vol. London: Cambridge University Press. periodic drawings and related works of M. NJ: Pearson Prentice Hall. vol. Nets with polyhedra. Schattschneider. (1976). Berkeley. P. Parks. Russell.12-13. H. Mathematics in life society and the world. K. USA: Prentice Hall. F. Freeman. Using Geometer's Sketchpad to explore combined transformations. Inc. et. Polyhedra: A visual approach. (1992). The fascination of group. Tannenbaum. no 2. Arlington.P. R. Pugh. rigid motions and patterns.H. Additional References Budden. Mathematics Teaching. (1986). Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 12 . A. Symmetry. MA: Johnson.

Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 13 . Apply mathematics algorithms. graf. Justify the use of appropriate tools for making decision in mathematics 4. linear programming and critical paths analysis in decision making 3. algorithms. kritikal. types of searches. networks. critical path analysis. graphs. cabang tentang carian. It provides information about introduction to decision mathematics. Kursus ini menyediakan maklumat pengenalan kepada matematik keputusan. jenis-jenis pemprograman linear. sorting. Describe the various tools in decision mathematics 2. Kursus ini memperkenalkan pelajar kepada satu lagi matematik yang berguna. graphs. Integrate knowledge and understanding of Decision Mathematics to solve real-life problems Synopsis This course introduces students to another useful branch of mathematics. algoritma heuristik dan kaedah mengisih. linear programming. analisa laluan algoritma.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) MTE3104 3(3+0) 45 hours English Language Nil One/ Two 1. rangkaian. heuristic algorithms and methods of sorting. heuristic algorithms. searching.

path.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 • Definitions of graph. degree • Types of graphs o simple graph o walk. events. cycle o Hamiltonian cycle o digraph o incidence matrix o planar graph o bipartite graph 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. key even. symbols • Constructing a network diagram • Analyzing a network diagram • Resource Management • • Algorithms Introduction and definition of Algorithms Ways of communicating algorithms 14 3 5 6 6 11 7 2 • Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) . trail. edge.

Additional References Hebborn . K. British Library Publication. al (2004). John (2000). (2002).J. 3rd ed. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 15 . Decision Mathematics 1 D1. Savage. UK. UK. UK : Paperback. et. et. 9th ed. 3rd ed. K. Decision Mathematics 2 and C. al (2004). Sam L. UK : Paperback. British Library Publication. Decision mathematics.8 Heuristic Algorithms • First-fit Algorithm • First-fit decreasing Algorithm • Full bins Methods of Sorting • Interchange sort • Bubble sort • Shuttle sort • Quick sort Total 4 9 4 45 Assessment Main References Coursework Examination 50% 50% Parramore. Smith. (2001). K. Parramore. Decision making with insight. CA: Thompson Learning. The nature of mathematics.

3. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 16 . 2. Explain the theoretical and empirical aspects underpinning probability Apply sampling and estimation theory in estimating the mean of a population Apply inferential statistics such as Chi-Square test. Penggunaan teori pensampelan dan penganggaran untuk menganggar min populasi juga dibincangkan. students will revisit the concepts of probability and explore inferential statistics such as t-test. analisis varians (ANOVA) dalam pengujian hipotesis dan regresi linear dalam menganalisis perhubungan linear dalam dua pembolehubah. pelajar akan mengimbas kembali konsep yang berkaitan dengan kebarangkalian dan menerokai statistik inferens seperti ujian-t. The importance of using the appropriate statistical methods in solving real life problems is emphasized. Dalam kursus ini. Synopsis In this course. ujian chi-square. chi-square test.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) MTE3105 3(3+0) 45 hours English Language Nil One/Two 1. The use of sampling and estimation theory to estimate the mean of population is discussed. Kepentingan menggunakan kaedah statistik yang sesuai dalam penyelesaian masalah harian adalah dititikberatkan. ANOVA and linear regression in hypothesis testing Analyse and solve real-life problems using these statistical methods. 4. analysis of variance (ANOVA) in hypothesis testing and linear regression in analyzing linear relationship in bivariate variables.

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 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 17 .

A. ( 2003 ). Statistics 3. Statistics 2. (2004). Upton. Advanced Modular Mathematics Statistics 3. D. Prem S. Advanced Modular Mathematics Statistics 2. M et. M (2000). al (2004). G et. Statistics without tears: A primer for non mathematicians. Harper Collins. 3rd ed UK. al ( 2000). Norusis. 2rd ed. 3rd ed UK: Martins the Printers. 2rd ed. Boston. G et. USA: Mc Graw Hill. al ( 2005). Hodder Murray Davies. I. SPSS X: Advanced statistics guide. Introductory Statistics. UK. Davies. Statistics crash course. al ( 2000). et.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. M et. Advanced Modular Mathematics Statistics 1. Spielgel. al ( 2005). Mann. (2000). NY: Oxford University Press. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 18 . 2rd ed. Smitters. Smitters. G et. UK: Harper Collins. Hodder Murray Additional References Cook. Statistics 1. G. 2nd ed. 3rd ed UK. Introducing Statistics. NY: McGraw-Hill. Rowntree. 5th ed. UK: Harper Collins. NY: Wiley. J. (1985). MA: Pearson Education. al ( 2000). R. M. Smitters.

Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 19 . teaching and learning aids. alat bantu pengajaran dan pembelajaran. Demonstrate their understanding in using the resources 3. technology in mathematics. Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi pelbagai resos dalam pengajaran dan pembelajaran matematik. Students will be introduced to printed materials. mathematics facilities and management of resources. kemudahan-kemudahan matematik dan pengurusan resos. Select appropriate mathematics resources in the teaching and learning of Mathematics 2. Pelajar akan diperkenalkan dengan bahan bercetak. Analyse the 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. teknologi dalam matematik.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) MTE3106 3(3+0) 45 hours English Language Nil One/ Two 1. Produce creative manipulative materials to support the teaching and learning of mathematics 4.

Dienes blocks. abacus. Cuisenaire rods.Topic 1 Content Printed materials • Books o text. LCD • Software packages o Teaching packages o Teaching software and courseware Internet and online instructions 6 6 • 4 3 6 Mathematics Facilities • Mathematics Laboratory • Mathematics garden • Mathematics corners Management of resources • Inventory and records • Monitoring and maintenance • Planning and budgeting Total 5 6 45 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 20 . rods & sticks 3 Technology in Mathematics • Hardware o Computers. reference o Literature books  Integrating literature in teaching and learning Mathematics • Journals and articles Teaching and learning aids o Manipulative kits: geoboard. Base ten blocks o Nets and solids Hours 6 2 3 3 3 3 o Measuring instrument : weighing scale o Computing tools: calculators.

Haylock. Trautman. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 21 . Understanding mathematics in the lower primary years. Richard (2003). Andria P. 6th ed. Jennings. NJ: Prentice Hall. D. Maths Solution. I see maths books. Betty K (2003). & Lichenberg. Additional References Burns. Mathematics: A good beginning . (1991). vol 1-3. UK: Simon and Schuster. Sue and Dunne. UK: Paul Chapman. UK: Mashford Colour. Marilyn (1992).Assessment Main References Coursework Examination 50% 50% Foresman. About Teaching Mathematics. (2003). UK: Wadsworth/ Thompson. Interactive mathematics: Lessons and tools. National Curriculum Council. Scott (2000). Prime calculators: Children and mathematics.

applications of mathematics learning theories are highlighted in the teaching and learning of mathematics. Selain itu. Pelajar diajar dan dibimbing untuk menggunakan kaedah dan teknik yang sesuai dalam perancangan dengan menggunakan idea matematik yang relevan. Select appropriate methods and techniques for teaching and learning mathematics 3. In addition. using relevant mathematical ideas.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) MTE3107 3 (3+0) 45 hours English Language Nil One/ Two 1. Apply the relevant learning theories and mathematical knowledge of teaching in Mathematics lessons Synopsis This course will provide an opportunity for students to begin planning an effective mathematics lesson. Produce a well-structured Mathematics lesson plan with appropriate format 2. Various creative approaches to enhance learning of mathematics are also discussed. aplikasi teori pembelajaran matematik diberikan perhatian dalam pengajaran dan pembelajaran matematik. Kursus ini memberi peluang kepada pelajar untuk merancang suatu pelajaran matematik yang efektif. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 22 . Pelbagai pendekatan kreatif untuk memperkayakan pembelajaran matematik juga dibincangkan. Students are taught and guided to incorporate appropriate methods and techniques in their planning.

teacher centered. 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. 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.Topic 1 Content Planning Mathematics Lessons • Revisit Primary Mathematics Curriculum • Preparing Scheme of Work o yearly/term. music and dramas • Recreation mathematics • Project based learning Total 6 5 9 45 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 23 . poems.

(2001). 10th ed. Alan Louis (1987). D. 2nd ed. Thomas R. (2002). A source book for teachers. Roy (1987). Teaching mathematics in grades K-8: Research-based methods. USA: Wadsworth/Thomson Learning. Mathematics in the primary school. Australia: Pearson. Christine.P Education series. Strategies and Methods for Effective Teaching. G. N. Claire et. London: Continuum. London: The Unesco Press. NY: John Wiley and Sons Inc. Helping children learn mathematics. (2006). UK: Blackwell. W. M. Wall. H.al. D (1975). Guiding Children’s learning of Mathematics. Bottle. at. Hopkins. Models. J. Kennedy. R. USA: Pearson. Early education : The school years. 4th ed. Robert E. Universal teaching strategies. & Evans. Additional References Bobis. USA: Thomson. (2005).Assessment Main References Coursework Examination 50% 50% Hollands. USA: Pearson. et. The development of mathematical skills.Raising the Standards. all (2001). al (2004) . (2004). Primary mathematics :Theory and practice.C. Freiberg & Driscoll (2005). S. Mooney. Rays. Cohen. L. Post. Teaching Mathematics in The Primary School. Constructive education for children. Mathematics for Children: Challenging Children To Think Mathematically. Lang. USA: P. UK: Learning Matters. Teaching Elementary and Middle School mathematics . USA: David Fullton. L. Sgroi. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 24 . (1992). UK: Allyn and Bacon.(1999).

functions 2. Recognise patterns and relationships 5. derivatif dan integral serta pola dan perhubungan. basic understanding of limits and limit theorem. derivatives and integrals. Sketch graphs of elementary functions manually and/or using graphing calculator 3. Teknologi diaplikasikan untuk melakar dan membuat interpretasi graf fungsi. and patterns and relationships. Differentiate between functions and non. Determine the inverse of a function 4.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) MTE3108 3(3+0) 45 hours English Language Nil One/ Two 1. kefahaman asas mengenai had dan teorem had. fungsi dan graf. Find the first & second derivatives and the integrals of functions 6. 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. The technology is applied to sketch and interpret the graphs of functions. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 25 . Kursus ini memfokuskan kepada konsep utama dalam kalkulus.

8th ed. (2004). (2002).. R. Pantozzi. C. & Steketee. S. Boston: Pearson/Addison-Wesley. Clements. Exploring calculus Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 26 .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 Hours 9 2 6 6 3 Derivatives • Definition: Slope of a tangent to a curve at a point • Definition of a differentiable function at a point • 3 3 • • • • 4 First derivatives The first principle Formula Second derivatives Applications of derivatives 6 Integrals • The concept of anti-derivatives • • Indefinite and definite integrals Applications of integrals Total 3 3 6 45 Assessment Main References Coursework Examination 50% 50% Bittinger. M. L. Calculus and its applications.

D. Calculus : A Complete Course. Calculus concepts and applications. J. Single variable calculus: Concepts and contexts. Key. & Robertson. 2nd ed. CA: Dale Seymour Publications. Additional References Barnet et. (1995). New Mathematics IIB. The Geometer’s sketchpad: Dynamic geometry software for exploring mathematics. CA: Key Curriculum Press.al. Precalculus: A graphing approach. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 27 . NY: Mc Graw Hill. Palo Alto. A tour of the calculus. CA: Thomson Higher Education. USA: Thomson & Nelson. Emeryville. Ross (2002). (2000). [Computer software] Emeryville. A. Version 4. The CALC handbook: Conceptual activities for learning the calculus. Belmont. D. CA: Key Curriculum Press.. Stewart.et. ________ (2001). New York: Pantheon Books. CA: Key Curriculum Press. Finney. P. Brodie. (1991). Foerster.with the Geometer’s Sketchpad. (2005). (2000). USA: Addison Wesley. Berlinski. (1998). De Temple. Emeryville.al. J.

fractions. Perbincangan meliputi aspekaspek berkaitan dengan perkembangan konsep kanak-kanak. Perpuluhan dan Peratus) MTE3109 3(2+1) 60 hours English Language Nil One/ Two 1. decimals and percentages through various teaching and learning activities 4. aktiviti pengajaran dan pembelajaran serta pembinaan resos pembelajaran.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. fractions. teaching and learning activities as well as construction of learning resources of these topics. decimals and percentages through micro/macro teaching 2. Kursus ini memberi peluang kepada pelajar menghayati dan mengembangkan amalan pengajaran yang baik dalam nombor. Relate the mathematical learning theories into children’s framework of learning numbers. pecahan. Describe the development of children’s understanding of numbers. fractions. decimals and percentages 3. fractions. Pengalaman praktikal diperolehi melalui sesi pengajaran mikro/makro. Reinforce children’s mathematical concepts in numbers. Implement effective lessons for the teaching and learning of numbers. Practical experience is gained through micro/macro teaching sessions. decimals and percentages. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 28 . perpuluhan dan peratus. decimals and percentages Synopsis This course provides an opportunity for the students to inculcate and develop good teaching practices in numbers. Discussions cover aspects related to children’s conceptual developments. fractions. Pecahan. Decimals and Percentages (Mengajar Nombor. 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 15 30 7 2 • 1 5 • 2 Micro/macro teaching 15 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 29 . decimals and percentages Sub Total Practical 1 Construction of teaching aids • Numbers • Fractions. ordering and rounding o Decimal operations Percentages o Percentages Key issues in teaching fractions.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 5 2 • 3 5 • 2 Fractions.

J. Teaching primary mathematics. (2004). (2002). et. Sydney: Prentice Hall. Benny F. Booker.R.. D. G. Mulligan. Bond. Kennedy. USA: Prentice Hall. et al (2006). E.al. 2nd ed. Numbers Power: A real world approach to maths. J. USA: Wadsworth Thomson Learning. (2002). L. 4th ed. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 30 . Additional References Afonso.al. Mathematics for children: Challenging children to think mathematically. Learning Mathematics in Elementary and Middle Schools. Lowrie. Guiding children’s learning mathematics. & Taplin. & Swan..al (2001) Helping children Learn Mathematics. 3rd ed. Pearson Merill Prentice Hall.• • Preparing an effective lesson plan Carry out micro/macro teaching Sub Total Total 30 60 Assessment Coursework Examination 60% 40 % Main References Howett . Teaching mathematics to all children:designing and adapting instruction to meet the needs of diverse learners.. P. Reys. (2004). M. USA: Contemporary Books. and Tipps. Leonard M. Steve (2000). UK: Longman.. Fiona et. Bobis. A Learner-Centered Approach (4th Ed). Maths for WA : Homework and books. Jerry (2000). Sydney: Pearson Education Australia Cathcart. T. et. Tucher.

Integrate knowledge of matrix algebra and vector space in daily applications Synopsis This course provides students with the knowledge of linear equations and inequalities. Determine the attributes of a vector using dot product 6. Solve a system of linear equations and inequalities. Algebra matriks diaplikasikan untuk menyelesaikan suatu sistem persamaan linear. Determine whether a given set of vectors form a basis and find the dimension and rank associated to the basis 7. Konsep ruang vektor dalam R2 dan R3 juga dibincangkan.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 (Algebra Linear) MTE3110 3(3+0) 45 hours English Language Nil One/ Two 1. Matrix algebra is applied to solve a system of linear equations. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 31 . Apply matrix algebra to solve systems of linear equations 4. 2. Kursus ini membekalkan pelajar dengan pengetahuan tentang persamaan dan ketaksamaan linear. Concepts of vector space in R2 and R3 are also discussed. Identify a given set of vectors as a vector space or a subspace in R2 or R3 5. Apply concepts of linear equations and inequalities to solve related problems 3.

dimension and rank • Applications of vector space in daily life Total 10 2 45 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 32 .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 Hours 8 7 2 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 4 6 3 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 8 • Vectors in Space R3 o General vector space o Subspace o Linear independence o Basis.

Assessment Main References Coursework Examination 50% 50% Cole Reiner. J. R. Elementary linear algebra: Applications version . Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 33 . Linear algebra. Lexington. Rinehart & Winston. Nakos. (2006). Stewart. 2nd ed. Boston: McGraw Hill. USA: Holt. Linear Algebra with applications. et. 7th ed. G. Introduction to Matrix Theory and Linear Algebra. I. C. 3rd ed. (1988). M. USA: Thomson Brooks.(1990). D.N. D. Additional References Howard. (1971). A. (2000).H. 8th ed. Poole. NY: John Wiley. & Byleen. Linear Algebra: A modern introduction. Ziegler. Algebra and Trigonometry. NY: Harcourt Brace Jovanovich. Herstein. MA: Xerox College Publishing. CA: ITP.B.al. M. 2nd ed. (2001). & Rorres. (1975). O’Nan. E. Topics in algebra. College Algebra with Trigonometry. & Joyner. USA : Thompson and Learning. I. (2001). & Enderton. K.

Effective planning and teaching of these topics will be discussed through related key issues. Demonstrate an understanding of current primary practice related to teaching of geometry. Pengukuran dan Pengendalian Data) MTE3111 3(2+1) 60 hours English Language Nil One/ Two 1. circle 34 Hours 3 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) . Application of their knowledge and understanding is shown in the micro and macro teaching sessions. Perancangan dan pengajaran yang efektif bagi topik ini akan dibincangkan melalui isu utama yang berkaitan. Topic 1 Content Theory Geometry • 2D Shapes o Vocabulary. quadrilateral. measurement and data handling effectively 3. Kefahaman dan pengetahuan diaplikasikan dalam sesi pengajaran mikro dan makro. measurement and data handling. Measurement and Data Handling (Mengajar Geometri. Reflect on classroom practice in these areas 4. students will learn to teach the key concepts in geometry. properties and characteristics:Triangle. measurement and data handling 2. Dalam kursus ini. polygon. pengukuran dan pengendalian data. pelajar akan belajar untuk mengajar konsep utama geometri. Apply the knowledge of geometry. measurement and data handling in real life situations Synopsis In this course. Plan for progression in the teaching of geometry.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.

cones. cylinder.o o • Classification of 2D shapes Key issues in teaching 2D shapes 3 3D Shapes o Vocabulary. cuboid. properties and characteristics: cube. pyramid. 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 • 4 2 Measurement • Length o Standard and non-standard units o Estimate and measure length o Conversion of units o Area and Perimeter • Liquid capacity and volume o Standard and non-standard units o Estimate and measure volume of liquid o Conversion of units o Volume of fluids 4 2 Mass 2 o Standard and non-standard units o o Time Estimate and measure mass Conversion of units 4 o 12-hour and 24-hour systems o • • 3 Time duration 2 Key issues in teaching measurement Applications of measurement in real life 3 Data handling • Data manipulation o Collecting data o Displaying data o Interpreting data • o o o Average Concept of average Deriving formula Use formula to calculate 35 2 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) .

(2005). (2006). Effective teaching strategies: Lessons from research and practice.CA: Key Curriculum Press. D.M.for exploring mathematics. Additional References Bennett. W. R. London: Sage Inc. Mathematics explained for primary teachers. CA: Key Curriculum Press. Cathcart.Y. Emeryville. J. 4th ed. Exploring geometry with The Geometer’s Sketchpad. Teaching primary Mathematics. Killen. D.• • Key issues in teaching data handling Application of data handling in real life Sub Total 1 30 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. (2004).G. Wentworth Falls: Social Science Press. Pothier. D. 5th ed. Version 4. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 36 . & Bezuk. Haylock. Learning mathematics in elementary and middle school: A learner centered approach. N. (1999).H. New Jersey: Pearson Education. (2006).S.. Boston. London: Hodder Arnold. Vance. (1998). MA: Pearson Education. Rowntree.. Statistics without tears: A primer for non mathematicians. [Computer software] Emeryville. M.

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) MTE3112 3(3+0) 45 hours English Language Nil One/ Two 1. Plan suitable activities for remedial. analysing and interpreting assessment 4. Integrate technology in assessment Synopsis This course will equip students with the skills of carrying out testing and evaluation in mathematics. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 37 . enrichment and special needs pupils when applicable 3. difficulty. misconception and learning needs in mathematics 2. Apply acquired knowledge in planning. Experience on applying technology in assessment is also provided through hands-on activities. It helps students to diagnose children’s learning difficulties and hence take effective actions to fulfill children’s special needs in learning mathematics. administering. Identify pupils’ ability. Kursus ini akan melengkapkan pelajar dengan kemahiran menjalankan pengujian dan penilaian dalam matematik. Kursus ini membantu pelajar menjalankan diagnosis ke atas kesukaran pembelajaran kanak-kanak dan seterusnya mengambil tindakan yang berkesan untuk memenuhi keperluan khas kanak-kanak dalam pembelajaran matematik. Pengalaman mengaplikasikan teknologi dalam pentaksiran juga dibekalkan melalui aktiviti ‘hands-on’.

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 38 3 4 • 8 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) .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 Hours 1 4 • 3 • 4 3 • 2 Mathematical Difficulties and Diagnostic test • Diagnostic test o standard IQ test.

al. Christine (1999). Kementerian Pendidikan Malaysia (1993). Buku panduan pemulihan dalam KBSR/matematik. KL: Pusat Perkembangan Kurikulum. and Lichtenberg. Buku panduan pengayaan dalam KBSR/matematik. & Clemson. Mathematics a good beginning. B. 3 motivation 3 Special needs in Mathematics Education • Effective teaching skills for special needs o exhibit a range of creative and effective teaching for special needs 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 2 • 4 Applications of technology in assessment • ICT in assessment • Item construction (software e. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 39 . 6th ed.g. Maths assessments. Hopkins. Additional References Kementerian Pendidikan Malaysia (1993). Yudariah Mohamad Yusof et. D.P. KL: Pusat Perkembangan Kurikulum. Mathematics in the Primary school. Troutman. (2003). (2005). Malaysia: UTM Skudai. Excel) Total 5 45 Assessment Main References Coursework Examination 50% 50% Clemson. Diagnostik & pemulihan: Kesalahan lazim bagi beberapa tajuk matematik sekolah menengah. W. (1995). Wadsworth/Thompson Inc. A. J-Quizzes) • Item analysis (Quest-2. Hot potatoes. UK: David Fullton. UK: Stanley Thomas Publishers Ltd.K.

3. Kursus ini membincangkan pengenalan terhadap pelbagai kaedah dalam penyelidikan pendidikan. Explain the basic aspects of research including types of educational research. 6. proses penyelidikan tindakan. Analyse and discuss current issues in education that can be investigated through action research. introduction to various types of educational research design. 4. educational research procedure. Discuss what is action research and its process. Synopsis Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 40 . data collection methods. interpreting the action research data. and ways of making action research data public. data collection considerations. research designs.Course Pro Forma Program Ijazah Sarjana Muda Perguruan Dengan Kepujian (Matematik Pendidikan Rendah) Course Title Action Research I – Primary Mathematics (Methodology) [Penyelidikan Tindakan I . procedure and ethics. Acquire the skills of planning and implementing an action research in school. konsep dan model-model penyelidikan tindakan. action research process. 5. concepts of action research and models. 2. It discusses introduction to research methods in education. Kursus ini memberi pengetahuan tentang kaedah penyelidikan tindakan dalam matematik pendidikan rendah. Describe the educational research methods and their use in education. pengenalan terhadap pelbagai rekabentuk penyelidikan pendidikan. This course provides knowledge on action research method in mathematics for primary education. planning and proposal. prosedur penyelidikan pendidikan. types of educational research. writing an action research report and article. data analysis.Matematik Pendidikan Rendah (Kaedah)] MTE3113 3 (3+0) 45 hours English Language None One/Two Course Code Credit Contact Hours Medium of Instruction Pre-requisite to entry Semester Learning Outcomes 1. report and journal article. Acquire the skills of writing an action research proposal. perancangan dan cadangan.

kaedah-kaedah pengumpulan data. penulisan laporan dan artikel penyelidikan tindakan. interpretasi data penyelidikan tindakan.The important aspects of research ethics . Topic Content Introduction to research methods in education • The aims of educational research Hours • The characteristics of educational research 1 • Approaches in educational research The positivist approach (quantitative) The interpretive approach (qualitative) • Ethics of educational research . pertimbangan dalam pengumpulan data. dan cara-cara menyebarkan data penyelidikan tindakan. analisis data.Ethical codes Types of educational research Basic research Applied research Action research Evaluation research Introduction to various types of educational research design • Quantitative research Experimental Quasi-experimental Survey Co-relational 3 2 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 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 3 41 .

John Elliott’s model .Dave Ebbutt’s model .• • • • Determining the data collection procedure Collecting data Analysing and interpreting the data Reporting the results and findings 4 Action research: Concepts and model • Definition and concepts • The characteristics of action research • The importance of action research • Issues related to action research Models of action research .Stephen Kemmis’s model .Jack Whitehead’s model .Jean McNiff’s model .Kurt Lewin’s model Action research: The process Adapted from the models of Lewin. 1946 and Laidlaw.1992: • Identifying an aspect of the educational practice to improve • Planning an action • Implementing the action • Collecting the data • Reflecting on the action (before. during and after the action) Taking further action Developing the second cycle of action research 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 3 5 3 6 3 7 3 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 42 .

• Observation: : observer. mod. participant • Document analysis • checklists • Interview: structured. mean. participant-observer. reliability. semi-structured. validity. bias • Sampling and bias • Validity: External critics (originality of the data) Internal critics (accuracy of the data) Data triangulation 9 3 • Reliability. correlation coefficient Interpreting the action research data • Integrating various sources of data 10 3 11 3 12 3 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 43 .The generalization of findings • Ethics 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. median. standard deviation. unstructured Action research: Data collection methods 8 • • • • • • • • • • Questionnaires Video and cassette recordings Logs Field notes Photographs Portfolios Anecdotal records Slides Journals Diaries 3 Action research: Data collection considerations Sampling. percentage.

Jones. McGraw-Hill. Planning. . W. (2005). conducting. B. J. L.). J. Additional References Fraenkel. K. J. London: Continuum. L.E. Management skills in school. Manion.• 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 • 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 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 Ways of making action research data public • Seminars • Publications • Action research networks Total Course work 50% Examination 50% Cohen. London: Routledge Falmer. Ohio: Prentice Hall. (2003). (2001). N. 13 3 14 • • • • • • • • • • 3 15 3 45 Assessment Main References Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 44 . & Wallen. Creswell. and evaluating quantitative and qualitative research.R. Gillham. & Morrison. London: Paul Chapman Publishing. The research interview. USA.(1990). Eds. Educational research. Research methods in education (5th. How to design and evaluate research in education. (2005).

(2000). Explore the role of mathematics in modern technologies. classical codes and ciphers. Pengalaman melibatkan aplikasi matematik dibekalkan melalui aktiviti-aktiviti praktikal. The art of action research in the classroom. penggunaan model matematik dalam biologi dan ekologi. Isi kandungannya meliputi matematik dalam kehidupan harian. E. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 45 . C. use of mathematical modeling in biology and ecology. London: Kogan Page. London: David Fulton Publishers Ltd. Kursus ini berfokus kepada aplikasi matematik dalam pelbagai bidang. codes and cryptography. Action learning and action research. Mills. Experience involving applications of mathematics is provided through practical activities. (2000). Action research. Macintyre. kod dan kriptografi. Investigate mathematics as an ongoing cultural activity 3. G. A guide for the teacher researcher. Ohio: Prentice Hall.Kembar. Demonstrate an understanding of the nature of mathematics and its applications 4. 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) MTE3114 3(2+1) 60 hours English Language Nil One/ Two 1. D. serta sebahagian idea utama matematik berkaitan dengan kalkulus. kod klasik dan nombor rahsia. Apply the various mathematical processes and problem solving techniques in real life Synopsis This course focuses on the applications of mathematics in various areas. 2. Its contents cover mathematics in everyday life. and some key mathematical ideas related to calculus. (2000).

the logistic equation. Hamming 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.Topic 1 Content Theory Mathematics in everyday 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. parity check codes. including the use of elementary number theory to produce computationally intractable systems of codes. simulations • The use of simple differential equations in modeling safe and effective drug dosages • Modeling the spread of diseases such as AIDS. bird flu etc Hours 4 2 4 3 6 4 10 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 46 . interactions between species. the RSA algorithm Use of mathematical modeling in biology and ecology • Predator-prey models: separate and non-separate generations.

5 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 Sub Total 6 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 10 2 10 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 47 .

. G. M. Modelling trends in numbers of deaths due to HIV/AIDS infection in USA and Australia. Wilson (Eds. Algorithms and complexity. (1986). F. Stacey.. Numbers. Canberra. S. (2002). CAS-CAT Project. Y. The mathematics of public-key cryptography. break it. (2002). R. C. (1990). 2nd ed. Washington: Mathematical Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 48 . J. (1999). Fazekas de St Groth. R. The cracking codebook: How to make it. Peters. (2004). Full Singh. pp.. ACT: Australian National University. MAA Notes. NJ: Prentice-Hall. C. Jackson. National Centre for Epidemiology and Population Health. & Prest. 2nd ed. Dym. K. groups and codes. The mathematics of ciphers: Number theory and RSA Cryptography. & Stillman. Boston: Elsevier Academic Press. (1993). Melbourne: University of Melbourne. M. R. & S. Volume 30. Haydock. Cambridge: Cambridge University Press. (2004). Solomon. P.). Short-term prediction of the AIDS epidemic using empirical models. Principles of mathematical modelling. & Ramsey. London: Harper Collins. S. (1979). L. Projections of acquired immune deficiency syndrome in Australia using data to the end of September 1989 (Working Paper No. 16. Englewood Cliffs. Natick. C. crack it. B. 241(8). In P. C. & Solomon. UK: Cambridge. (1991). J.3 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 Total 10 30 60 Assessment Main References Coursework Examination 60% 40 % Coutinho. S. 11-17). hack it. Problems for student investigation. Information and coding. E. J. H. MA: A. Humphreys. Additional References Fazekas de St Groth. Wilf. M. J. Scientific American. Hellman. 146–157. K.

Introduction to cryptography with coding theory. A. π: A biography of the world's most mysterious number. Mathematical ideas in biology.. H. London: Cambridge University Press. & Froelich. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 49 . Froelich. Bristol: IOP Publishing. Codes galore Module #18. Welsh. D. Jackson. & Washington. Oxford: Oxford University Press. NJ: Pearson Prentice Hall. VA: Consortium for Mathematics and Its Applications (COMAP). A. Maynard Smith. (1968). J. (1987). 2nd ed. T. J. & Lehmann. L. I. A. D. Lexington. Codes and cryptography. NY: Prometheus Books.. (1988). Upper Saddle River. Amherst. (2004).. C. (2006).. Posamentier. G.. J. (1991). Malevitch. W. From number theory to secret codes.Association of America. Trappe.

documentation and publication procedure of action research. . It involves the implementation of an action research in school and the writing of the action research report. organizing an action research seminar.Matematik Pendidikan Rendah (Pelaksanaan dan Pelaporan) MTE3115 3(0+3) 90 hours English Language Pass MTE3113 One/Two 1. 2. 4. 5. penganjuran seminar. 3. Organize an action research seminar. Present an action research paper in the seminar. Kursus ini memberi kemahiran pelaksanaan dan pelaporan penyelidikan tindakan dalam matematik pendidikan rendah yang melibatkan pelaksanaan penyelidikan tindakan di sekolah dan penulisan laporan. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 50 . Implement an action research in a school. Course Code Credit Contact Hours Medium of Instruction Pre-requisite to entry Semester Learning Outcomes Synopsis This course provides skills in implementing and reporting action research in mathematics for primary education. Write an action research report based on the research data collected. prosedur pendokumentasian dan penerbitan penyelidikan tindakan. Document and publish the action research paper in a journal.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 .

Topic 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 Organization of an action research seminar • Theme of seminar • Working committee • Venue of seminar • Costing of seminar • Publicity Organization of an action research seminar • Selection and editing of action research papers Organization of an action research seminar • Selection and editing of action research papers Organization of an action research seminar • Planning of presentation of action research papers in the seminar 51 Hours 1 6 2 6 3 6 4 6 5 6 6 6 7 6 8 9 10 6 6 6 Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) .

N. (1994). London: Sage Publications. How to design and evaluate research in education. (1995). Teaching as learning: An action research approach. McGraw-Hill..(1990). Wallen. 6 14 6 15 6 90 Assessment Main References Additional References McNiff. Miles.E. USA. M. J. J.A.R. (2005). London: Paul Chapman Publishing.Action research seminar 11 • Presentation of action research reports in the seminar 6 Action research seminar 12 • 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 Total Course work 100% Fraenkel. Jones. London: Routledge. and Huberman.M. Qualitative data analysis. Berkuat kuasa mulai Januari 2007 (Kemas kini 15 Disember 2009) 52 . Management skills in school.B. J. Second edition.