PENYERAHAN DAN PENILAIAN TUGASAN

ASSIGNMENT SUBMISSION AND ASSESSMENT

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HBMT2103 V2
TEACHING OF ELEMENTARY MATHEMATICS PART 1
MAY 2013
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ARAHAN KEPADA PELA1AR / INSTRUCTIONS TO STUDENTS
1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul
bercetak kursus ini. / This assignment contains only ONE (1) question that is set in the
language of the printed module for the course.
2. Jawab dalam Bahasa Melayu atau Bahasa Inggeris. / Answer in Malay or English.
3. Muat turunkan templat tugasan versi bahasa yang berkenaan daripada MyV! untuk
penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan
menggunakan sai" #on 12 Times New Roman dan langkau baris 1.$. % Download the
language version of the assign!n" "!#la"! concerned from the MyV! for preparation
and su"mission of your assignment. #our assignment should "e typed using $% point Times
New Roman font and $.& line spacing.
&. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan.
'ilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. 1angan menyalin soalan
dan arahan tugasan dalam jawapan anda. / #our assignment should "e "etween $%&& "o '&&&
(or)s !*+l,)ing references. The num"er of words should "e shown at the end of your
assignment. Do no" copy the assignment question and instructions to your answer.
$. (nda dikehendaki menghantar tugasan )!*(+( ON-LINE melalui MyV!. )ila rujuk
kepada portal untuk arahan mengenai prosedur menghantar tugasan anda secara on,line.
(nda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. /
#ou must su"mit your assignment ON-.INE via the MyV!. Refer to the portal for
instructions on the procedures to su"mit your assignment on'line. #ou are advised to (eep a
copy of your su"mitted assignment for personal reference.
-. (nda hanya boleh menghantar tugasan SEKALI sahaja dalam SATU #ail. % #ou can su"mit
your assignment ONCE only in a SING.E file.
7. Tugasan anda hendaklah diserahkan antara 12hb-15hb 1ulai 2013. )erahan selepas 15hb
1ulai 2013 TIDAK akan diterima. % #our assignment must "e su"mitted "etween 1$"h-1%"h
/,ly $&1'. )u"mission a0"!r 1%th 1uly 2013 will NOT "e accepted.
.. Tugasan hendaklah disiapkan secara individu. (nda dilarang meniru tugasan orang lain.
(nda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / #our
assignment should "e prepared individually. #ou should not copy another person*s
assignment. #ou should also not plagiarise another person*s wor( as your own.
PENILAIAN / E1A.UATION
Tugasan ini akan menyumbangkan 40 markah kepada kursus tersebut dan akan dinilai
berdasarkan kepada Rubrik atau Skema 1awapan. % This assignment accounts for 2&3 of the
mar(s for the course mentioned and shall "e assessed "ased on "h! R,4ri+s or Ans(!r S+h!!.
(nda akan dimaklumkan tentang markah tugasan ini sebelum /eperiksaan (khir )emester
bermula / #ou would "e informed of the assignment mar( "efore the +inal )emester !,amination
commences.
PLAGIARISME : POTONGAN MARKAH / 5.AGIARISM 6 MAR7S DEDUCTION
Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika
plagiarisme dikesan0 markah akan dipotong seperti berikut1 % 8arning 6 The submitted
assignment will automatically undergo a similarity chec(. -f plagiarism is detected. mar(s would
"e deducted as follows/
Tugasan dengan pertindihan kandungan antara 10 - 30 2 1 potongan 20 daripada
jumlah markah yang diperoleh.
Tugasan dengan pertindihan kandungan antara 31 - 50 2 1 potongan &0 daripada
jumlah markah yang diperoleh.
Tugasan dengan pertindihan kandungan lebih daripada 501 Markah sifar akan
diberikan.
Assignments with 1& - '& 3 o9!rla# with others/ $&3 deduction from the total mar(s
scored.
Assignments with 31 - 50 3 o9!rla# with others/ 2&3 deduction from the total mar(s
scored.
Assignments with or! "han %&3 o9!rla# with others6 :!ro ar; would "e given.
ASSIGNMENT <UESTION
!##ective learning o# mathematical concepts and skills is #acilitated by providing
meaning#ul hands,on e3periences through the use o# appropriate manipulative materials.
+esearch has indicated that long term use o# concrete instructional materials 4e.g. pattern
blocks0 counters0 base ten materials0 calculators0 measuring devices0 etc.5 in lessons is
positively related to increases in mathematics achievement and improved attitudes toward
mathematics. 4)owell 16.67 )uydam and 8iggins 16995
:iscuss the role and impact o# using manipulatives in the teaching and learning o# any
two topics 4e.g. ;umbers0 <perations0 Measures0 )hapes5 #rom evel <ne 4=ear 1 to
=ear 35 /rimary Mathematics *urriculum #or Malaysian schools. *ompile a report on
the range o# manipulatives0 activities that can be used0 ways to help children construct
meanings and make connections between mathematical concepts as well as the role and
impact o# using various kinds o# manipulatives in mathematics lessons.
*arry out the #ollowing tasks to complete your assignment1
)elect two topics and #ocus on the mathematical concepts or skills to be
discussed. )earch #or relevant supporting literature #rom various sources
regarding the range o# manipulatives available0 activities that can be organised0
role and impact o# using manipulatives in lessons0 etc. #or the topics chosen.
>denti#y and describe in detail0 two e3amples o# manipulatives that have impacted
positively the teaching and learning o# each topic in relation to the mathematical
concepts or skills selected7
!laborate on suitable activities 4one e3ample #or each manipulative chosen5 and
the impact o# using the respective manipulatives pertaining to the concepts to be
ac?uired7
)uggest ways to promote success#ul learning when planning mathematics lessons
that include the use o# concrete manipulatives7
)ummarise your points in the #orm o# a written report using a suitable #ormat.
)ubmit relevant supporting documents0 +e#erences in (/( @ormat0 graphic
organisers0 drawings0 photographs0 etc. as (ppendices in your report.
Total: 40 marks]
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MUKA SURAT TAMAT / END O= 5AGE
Assignment Guidelines (Content and Scoring)
CODE COURSE : HBMT2103 V2
SEMESTER : MAY 2013
Criteria
Weig
ht
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
Introduction:
'rie# introduction
on scenario o#
task1
:e#inition or
e3planation o#
manipulatives%
)igni#icance o#
using
manipulatives in
the teaching,
learning o#
elementary
mathematics.
1 ;o introduction
given.
/oor introduction on
scenario o# task given1
Vague de#inition%
e3planation o#
manipulatives #or the
teaching,learning o#
elementary
mathematics%
)igni#icance o# using
manipulatives in the
teaching,learning o#
elementary
mathematics.
)uper#icial introduction
on scenario o# task
given1 )uper#icial
de#inition%e3planation o#
manipulatives #or the
teaching,learning o#
elementary mathematics%
)igni#icance o# using
manipulatives in the
teaching,learning o#
elementary mathematics.
*lear introduction on
scenario o# task given1
*lear de#inition%
e3planation o#
manipulatives #or the
teaching,learning o#
elementary
mathematics%
)igni#icance o# using
manipulatives in the
teaching,learning o#
elementary
mathematics.
Very clear
introduction on
scenario o# task
given1 Very clear
de#inition%e3planatio
n o# manipulatives
#or the teaching,
learning o#
elementary
mathematics%
)igni#icance o#
using manipulatives
in the teaching,
learning o#
elementary
mathematics.
&
Content (i):
:escription o#
e3amples o#
manipulatives
identi#ied and
relevance o#
e3amples used
based on two topics
chosen with respect
to the two
manipulatives
selected.
2 There is no
description o#
e3amples
identi#ied and
no mention o#
topics or
mathematical
concepts
selected.
'rie# mention%poor
description o# two
e3amples o#
manipulatives
identi#ied #or each topic
chosen with re#erence
to the two topics or
mathematical
concepts%skills
selected.
)uper#icial description
o# two manipulatives
identi#ied #or each topic
chosen in relation to the
two topics or
mathematical
concepts%skills selected.
*lear description o#
two relevant e3amples
o# manipulatives
identi#ied #or each
topic chosen in
relation to the two
topics or mathematical
concepts%skills
selected.
Very clear and
detailed description
o# two relevant
e3amples o#
manipulatives
identi#ied #or each
topic chosen in
relation to the two
topics or
mathematical
concepts%skills
selected.
.
Criteria
Weig
ht
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
Content (ii):
!laboration on
suitable activities
involving the use
o# the chosen
manipulatives
and the impact o#
using the
respective
manipulatives
pertaining to the
topics selected.
2 ;o activities
given.
(ll%most o# the
activities given were
not suitable.
!laboration and
discussion o# the
activities given did not
re#lect the impact o#
using the respective
manipulatives
pertaining to the
topics%mathematical
concepts or skills
selected.
<nly some o# the
activities given were
suitable.
!laboration and
discussion o# some o# the
activities given re#lected
partially the impact o#
using the respective
manipulatives pertaining
to the
topics%mathematical
concept or skills
selected.
Most o# the activities
given were suitable.
*lear elaboration and
discussion o# the
activities given
re#lected clearly the
impact o# using the
respective
manipulatives
pertaining to the
topics%mathematical
concept or skills
selected.
(ll the activities
given were suitable.
Very clear
elaboration and
discussion o#
relevant activities
given re#lected very
clearly the impact o#
using the respective
manipulatives
pertaining to the
topics%mathematical
concept or skills
selected.
.
Content (iii):
:iscussion1
)uggestions on
how to promote
success#ul learning
when planning
lessons that include
the use o# concrete
manipulatives with
respect to topics
chosen.
2 ;o suggestions
on ways to
promote the
use o# concrete
manipulatives
in mathematics
lessons
highlighted%
discussed.
)uggestions discussed
lacked #ocus and were
not related to the
concrete manipulatives
described and topics %
mathematical concepts
or skills chosen.
)uggestions on ways to
promote success#ul
learning using
manipulatives in lessons
brie#ly discussed with
respect to the concrete
manipulatives described
and topics%mathematical
concepts or skills
chosen.
)uggestions on ways
to promote success#ul
learning using
manipulatives clearly
discussed with respect
to the concrete
manipulatives
described and
topics%mathematical
concepts or skills
chosen.
)uggestions on ways
to promote
success#ul learning
using manipulatives
very clearly
discussed with
respect to the
concrete
manipulatives
described and
topics% mathematical
concepts or skills
chosen.
.
Evaluation:
)ummary1
iterature
review
1 ;o literature
review was
done.
iterature review done
was literally copied
#rom the source%
improper re#erencing
provided.
iterature review was
poorly done0 disjointed
sentences and improper
re#erencing provided.
The literature review
was ade?uately done
using proper
re#erencing and clear
language.
The literature review
was well done0
smooth #low o#
language and
accurate re#erencing
was used.
&
Criteria
Weig
ht
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
Braphic
organisers
:iagrams%
/hotographs%/i
ctures0 etc.
;o summary
given.
;o illustrations
provided.
/oor summary given.
;o graphic organiser
used.
;o illustrations
attached.
'rie# summary o# points
in written and graphic
#orm.
)ome e3amples o#
manipulatives illustrated.
Bood summary o#
points in written and
graphic #orm.
Most o# the e3amples
o# manipulatives
clearly illustrated.
Very good summary
o# points in written
and graphic #orm.
(ll e3amples o#
manipulatives #ully
illustrated.
Conclusion:
'rie# conclusion on
the role and impact
o# using
manipulatives in
the teaching,
learning o#
elementary
mathematics.
1 ;o conclusion
provided.
;o clear conclusion
given7 abrupt end to
piece o# writing.
Ceak conclusion0 poor
wrapping,up.
*lear conclusion
written.
Very clear0 coherent
and apt conclusion
written.
&
Organisation:
4@ormat% Criting
o# report5
1 ;o attempt at
organising
piece o# work
observed.
:isjointed piece o#
writing submitted.
Dnable to link
suggestions to the
points%e3amples
highlighted.
/oor representation o#
ideas in report submitted.
8apha"ard%weak attempt
to link some suggestions
to the points%e3amples
highlighted.
*lear and systematic
representation o# ideas
noted in report.
(ble to link most
suggestions to the
points%e3amples
highlighted.
*reative and
interesting
representation o#
ideas noted in
report.
(ble to link all the
suggestions to the
points%e3amples
highlighted.
&
TOTAL MARKS 40
0 1a2aran adalah "erat sesuatu "ahagian "ergantung pada (epentingan ma(lumat yang diperlu(an.
Lampiran II: CONTOH PANDUAN PELAJAR 1
Anda dinasihatkan:
1. Merujuk kepada modul dan sumber-sumber bercetak lain atau sumber dalam
internet yang boleh dipercayai (contohnya sumber yang disediakan oleh orang
atau organisasi yang mempunyai reputasi yang baik) diperlukan untuk memahami
konsep sebelum pelajar dapat memberi contoh yang tepat dan sesuai.
2. Buat pencarian di internet berkaitan Role and Impact of manipulatives in the
teaching-learning of elementary mathematics untuk mendapatkan pelbagai
maklumat berkaitan tugasan.
!. Melakukan la"atan ke pust sumber#sekolah bagi mendapatkan maklumat
berkaitan tugasan.
$. Membincangkan dengan guru matematik sekolah anda atau sekolah lain bagi
mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan
pengalaman pembelajaran.
%. Menggunakan gambar &oto#lakaran untuk membantu anda menjelaskan hujah
ja"apan tugasan.
Lampiran III: CONTOH PANDUAN TUTOR
1. 'utor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan
penulisan.
2. Mencadangkan (ormat yang sesuai bagi setiap sub tajuk.
!. Memeriksa dan menanda tugasan pelajar dan seterusnya memberi markah dan
memasukkan markah ke dalam )M*+.
$. Mencadangkan buku-buku rujukan untuk panduan pelajar. Sila cadangkan buku
buku ru!ukan m"ngiku# bidang$
%. ,adangkan laman "eb untuk rujukan yang berkaitan dengan soalan tugasan.
,etak serta lampirkan artikel bersama tugasan.
-. 'utor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau
laman "eb dengan betul. .una gaya A/A.
LAIN-LAIN PANDUAN MENGIKUT KEPERLUAN KURSUS DAN KREATIVITI
SME
References /Suggested Websites:
1. Bennett, A. B. 1r. and Nelson. L. T. (2004). Mathematics for elementary
teachers: An activity approah. 6th ed. USA: McGraw-Hill.
2. Cathcart, W.G., Pothier, Y.M., Vance,1.H. and Bezuk, N.S. (2000).
Learning mathematics in elementary and middle schools. 3rd. ed.
3. Kennedy, L.M., Tipps, S., and 1ohnson, A. (2004). Guiding children`s
learning of mathematics. 10th ed. USA: Wadsworth.
4. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary
teachers. USA: Routledge.
5. Ministry of Education (2003). Curriculum Specifications. Mathematics (Year 1 -
3). Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia.
6. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: 1ohn Wiley
& Sons, Inc.
7. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics.
Raising the standards. USA: Wadsworth.
8. Smith, S. S. (2008). Early childhood mathematics. 4th edition. USA:
Pearson Allyn & Bacon.
9. http://www.k12.wa.us
1E. http://www.iched.org/cms/scripts/page.php?
site_idiched&item_idmath_manipulatives