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

2012 _________________________________________________________________________

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children to use mathematics conte-tually in di##erent learning areas in real li#e. /pportunities #or making connections must be created so that pupils can link 52%5!+)\$a" .SOA-AN TUGASAN 3ASSIGNMENT 4UESTION (n integrated approach #ocusing on connections and relationships amongst topics and concepts is emphasised #or the e##ective teaching and learning o# elementary mathematics.+ 8T2)a"9 40 *a'. *. geometry. strategies. etc.kemp.ince marks are awarded based on the criteria set in the rubric provided. !##ective teachers support pupils in making connections between di##erent ways o# solving problems. 6ou are encouraged to organise your discussion as below7 *i+ 8e#ine conceptual knowledge. . procedural knowledge and relational understanding. resources. *iii+ *iv+ 4lari#y the importance o# relational understanding in the learning o# elementary mathematics using relevant e-amples.tructuring activities and e-periences that will enable pupils to build mathematical understanding is the essence o# teaching mathematics meaning#ully. .%26"!-&! to +'25!-\$'a" . as (ppendices in your report. you are advised to use the rubric as a guide in writing your assignment. : 2 5rovide details on your choice o# approaches. 100&+. 'ased on any T7O topics in the Y!a' T62 5rimary Mathematics curriculum. etc. 4omment on the necessity o# helping pupils make connections resulting in relational understanding when learning mathematics with re#erence to the topics chosen2 *ii+ . The Malaysian !lementary Mathematics 4urriculum consists o# several areas such as arithmetic. 10102 Van de 3alle.ubmit relevant supporting documents such as literature review. to enable . discuss why it is essential to help pupils make connections resulting in relational understanding when learning mathematics and elaborate how you would #oster relational understanding pertaining to various areas amongst Y!a' T62 pupils. illustrations. activities. . graphic organisers. 9e#erences in (5( :ormat.ummarise key ideas highlighted using a suitable #ormat. measurement and problem solving. between mathematical topics as well as between mathematics and everyday e-periences.uggest ways to #oster relational understanding between the topics selected.%26"!-&! and bring about '!"a)(2%a" \$%-!' )a%-(%& *.

supported by e-amples brie#ly described.learning o# elementary mathematics.5!!S)a%-a'- C'()!'(a I%)'2-\$5)(2%9 'rie# introduction to task given7 !##ective mathematics teaching. 4lear de#inition% clari#ication o# key concepts using relevant e-amples #rom the two topics selected.igni#icance o# an integrated approach and making connections in the teaching. supported by relevant and clear e-amples #rom the two topics chosen. and signi#icance o# making connections in the teaching. 3 4lear introduction to task given7 4lear de#inition% e-planation o# e##ective mathematics teaching.A (&%*!%) G\$(-!"(%! (C2%)!%) a%. . and making connections in the teaching.uper#icial de#inition% clari#ication o# key concepts re#erred to pertaining to the two topics selected. <o comments on the necessity o# helping pupils make connections given.learning o# elementary mathematics. etc. learning o# elementary mathematics.S52'(%&) M( (%& I)!* 7!a. . not supported by relevant e-amples. Ma. etc.learning7 The use o# an integrated approach%structuring activities.uper#icial de#inition%e-planation o# the use o# an integrated approach% structuring activities. and signi#icance o# making connections in the teaching. learning7 The use o# an integrated approach% structuring activities. Very clear de#inition% clari#ication o# key concepts using relevant e-amples #rom the two topics selected.learning o# elementary mathematics. 'rie# mention%poor de#inition o# key concepts re#erred to with respect to the topics selected.uper#icial introduction to task given7 . etc. learning o# elementary mathematics.learning7 . 7!(&h) 1 0 <o introduction given. Ma'. C2%)!%) (()9 8e#inition% 4lari#ication o# key concepts7 • 4onceptual knowledge • 5rocedural knowledge • 9elational understanding 4omments on necessity o# helping pupils make connections2 9elevance o# e-amples used based on two topics chosen. Pa')(a""# M!!) S)a%-a'M!!) S)a%-a'E. Vague comments on helping pupils make connections. & 2 There is no description o# key concepts re#erred to and no mention o# topics selected. 1 5oor introduction to task given7 Vague de#inition% e-planation o# the use o# an integrated approach%structuring activities. 4 Very clear introduction to task given7 Very clear de#inition%e-planation o# e##ective mathematics teaching. 4lear comments given on the necessity o# helping pupils make connections when learning mathematics. 2 . Very clear comments% reasons given on the necessity o# helping pupils make connections when learning mathematics2 supported by relevant and very clear e-amples #rom the two topics chosen. etc. 1 3 . and signi#icance o# making connections in the teaching.uper#icial comments on the necessity o# helping pupils make connections when learning mathematics with respect to topics chosen.

?ood summary o# points in written and graphic #orm.5!!S)a%-a'- 0 <o suggestions given. Most o# the e-amples given did not show how relational understanding could be #ostered and do not depict how children can use mathematics conte-tually. (ll relevant e-amples given show how relational understanding could be #ostered and were very clearly described%illustrated. !-amples given depict how children can use mathematics conte-tually. & 4 . The literature review was well done. Ma'. =mportance o# relational understanding clearly discussed with respect to topics chosen. disjointed sentences and improper re#erencing provided. iterature review was poorly done. 4 (ll the suggestions given were suitable. !-amples given were relevant and clearly described. Very good summary o# points in written and graphic #orm. Pa')(a""# M!!) S)a%-a'- M!!) S)a%-a'- E. 3 Most o# the suggestions given were suitable. Ma. 2 /nly some o# the suggestions given were suitable.ome e-amples given were not related to the topics chosen. =mportance o# relational understanding very clearly discussed with respect to topics chosen. Most o# the e-amples given show how relational understanding could be #ostered and were clearly described. . <o graphic organiser used.. /nly some o# the e-amples given show how relational understanding could be #ostered and depict how children can use mathematics conte-tually.uggestions to #oster relational understanding #or topics chosen. etc. (pproach% . =mportance o# relational understanding brie#ly discussed with respect to topics chosen.g. 1 1 <o literature review was done iterature review done was literally copied #rom the source%improper re#erencing provided. 1 (ll%most o# the suggestions given were not suitable. 1 2 <o importance highlighted% discussed.C'()!'(a C2%)!%) ((()9 . 5oints discussed lacked #ocus and were not related to topics chosen. 'rie# summary o# points in written and graphic #orm. etc.+ C2%)!%) (((()9 8iscussion7 =mportance o# relational understanding when learning mathematics with respect to topics chosen2 9elevance o# e-amples used. The literature review was ade@uately done using proper re#erencing and clear language. 5oor summary given. E3a"\$a)(2%9 . smooth #low o# language and accurate re#erencing was used.ummary7 • iterature review • >ey points • ?raphic organisers % 8iagrams. *e. !-amples used were linked to real li#e and depict how children can use mathematics conte-tually.trategies% (ctivities% 9esources% !-amples. to enable children to use mathematics conte-tually in di##erent learning areas in real li#e. 7!(&h) 2 M( (%& I)!* 7!a. !-amples given were relevant and very clearly described.

up. Anable to link suggestions to the key points highlighted. 2 3eak conclusion. (ble to link all the suggestions to the key points highlighted. & TOTAL MARKS &C 5 . 8isjointed piece o# writing submitted. coherent and apt conclusion written. poor wrapping. (ble to link most suggestions to the key points highlighted. learning o# elementary mathematics. 4lear and systematic representation o# ideas noted in report. 4reative and interesting representation o# ideas noted in report.C'()!'(a C2%5"\$ (2%9 'rie# conclusion on the importance o# making connections to bring about relational understanding #or e##ective teaching. Ma'. O'&a%( a)(2%9 *:ormat% 3riting o# report+ 7!(&h) 1 M( (%& I)!* 7!a. 4 Very clear. 1 <o clear conclusion given2 (brupt end to piece o# writing.5!!S)a%-a'- 0 <o conclusion provided. Pa')(a""# M!!) S)a%-a'- M!!) S)a%-a'- E. 3 4lear conclusion written. Bapha"ard%weak attempt to link some suggestions to the key points highlighted. & 1 <o attempt at organising piece o# work observed. Ma. 5oor representation o# ideas in report submitted.

al *2CC&+.. J. et. 3. 2nd ed. Belping children learn mathematics in elementary and middle schools. /rton. A. .<0 R!=!'!%5! 4athcart. Vance. =ntegrated curriculum #or primary schools. Apper . ondon7 4assell. *1002+.addle 9iver7 5earson 5rentice Ball. 6. =nc. Malaysia. Ministry o# !ducation *2CC3+. B. earning mathematics7 issues. theory and classroom practice. ( learner. >uala umpur7 4urriculum 8evelopment 4entre. 9eys. 5othier. ?. *2CC)+. 4urriculum speci#ications. (nd 'e"uk..(7 John 3iley D .centered approach.centered approach.TEACHING OF ELEMENTARY MATHEMATICS PART 1>HBMT2103 . (. &th ed.ons.. 13 . Mathematics year two. <. &th edition. earning mathematics in elementary and middle schools 7 a learner. M.

&% 6 o/ rla" with others. a)a\$ S. 1%6 deduction from the total mar's scored. MUKA SURAT TAMAT / END O.PENILAIAN / E5A-UATION Tugasan ini akan menyumbangkan 40> markah kepada kursus tersebut dan akan dinilai berdasarkan kepada R\$1'(. (nda akan dimaklumkan tentang markah tugasan ini sebelum 5eperiksaan (khir . Tugasan dengan pertindihan kandungan lebih daripada . Assignments with 1% .mar's would "e deducted as follows. Assignments with mor !han \$%6 o/ rla" with others8 < ro mar= would "e given.    • • • Tugasan dengan pertindihan kandungan antara 10 ? 30 E 7 potongan 20> daripada jumlah markah yang diperoleh.f plagiarism is detected. markah akan dipotong seperti berikut7 % :arning8 The submitted assignment will automatically undergo a similarity chec'. #%6 deduction from the total mar's scored. Assignments with 31 ? . Jika plagiarisme dikesan.emester bermula / #ou would "e informed of the assignment mar' "efore the *inal (emester !+amination commences. 7AGE 7 .ah (=a' akan diberikan.0 6 o/ rla" with others.0 E 7 potongan &0> daripada jumlah markah yang diperoleh.!*a Ja6a+a%< % This assignment accounts for 1%6 of the mar's for the course mentioned and shall "e assessed "ased on !h R+0ri*s or Ans' r S*h m . . PLAGIARISME 9 POTONGAN MARKAH / 7-AGIARISM 8 MAR9S DEDUCTION A*a'a% 9 Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Tugasan dengan pertindihan kandungan antara 31 ? .0>7 Ma'.