HBMT1103_MAY’10/SMP/MHAA

PART A / BAHAGIAN A

INSTRUCTIONS / ARAHAN

Part A contains FIVE questions. Answer ALL questions.

Bahagian A mengandungi LIMA soalan. Jawab SEMUA soalan.

QUESTIONS/SOALAN Marks/Markah

1. Give TWO examples how mathematics is used in art and design.

Berikan DUA contoh bagaimana matematik digunakan dalam bidang seni

dan rekabentuk.
(4)

2. State FOUR ways how to start your lesson in mathematics using

constructivism approach.

Nyatakan EMPAT cara bagaimana memulakan pengajaran matematik

dengan menggunakan pendekatan konstruktivisme.
(4)

3. Explain TWO important components in a lesson plan.

Jelaskan DUA komponen utama dalam persediaan mengajar.

(4)

4. Explain the meaning of evaluation in the context of teaching and

learning.

Jelaskan maksud penilaian dalam konteks pengajaran dan pembelajaran.

(4)

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HBMT1103_MAY’10/SMP/MHAA

5. Describe TWO objectives of remedial activities in teaching

mathematics.

Terangkan DUA objektif aktiviti pemulihan dalam pengajaran matematik.

(4)

(Total/Jumlah: 20)

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 HBMT1103_MAY’10/SMP/MHAA

PART B / BAHAGIAN B

INSTRUCTIONS / ARAHAN

Part B contains FIVE questions. Answer THREE questions ONLY.

Bahagian B mengandungi LIMA soalan. Jawab TIGA soalan SAHAJA.

QUESTIONS/SOALAN Marks/Markah

1. After the Second World War, our mathematics curriculum was

revised several times in order to improve the standard of primary and
secondary mathematics curriculum in schools to be consistent with the
world-wide educational reform.

(a) Describe FIVE important changes that occurred in the

mathematics curriculum for primary school. ( 10 )

(b) Explain how other countries’ mathematics curriculum as

provided below influenced our secondary mathematics
curriculum: ( 10 )
(i) Nuffield Mathematics Project (NMP)
(ii) Scottish Mathematics Group (SMG)
(iii) School Mathematics Project (SMP)
(iv) School Mathematics Study Group (SMSG)
(Total/Jumlah: 20)
Selepas Peperangan Dunia Kedua, kurikulum matematik telah disemak
beberapa kali dalam usaha untuk meningkatkan kualiti kurikulum
matematik sekolah rendah dan menengah agar selari dengan reformasi
pendidikan di seluruh dunia.

(a) Jelaskan LIMA perubahan yang berlaku dalam kurikulum

matematik sekolah rendah.

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HBMT1103_MAY’10/SMP/MHAA

(b) Terangkan bagaimana kurikulum matematik negara-negara luar

yang diberikan di bawah mempengaruhi perkembangan kurikulum
matematik sekolah menengah;
(i) Nuffield Mathematics Project (NMP)
(ii) Scottish Mathematics Group (SMG)
(iii) School Mathematics Project (SMP)
(iv) School Mathematics Study Group (SMSG)

2. Cooperative learning is often used in teaching and learning

mathematics.

(a) Describe FOUR examples of classroom activities that use

cooperative learning model. ( 10 )

(b) Describe in detail with examples TWO benefits of cooperative

learning to: ( 10 )
(i) teachers
(ii) pupils
(Total/Jumlah: 20)
Pembelajaran koperatif sering digunakan dalam pengajaran dan
pembelajaran matematik.

(a) Jelaskan EMPAT contoh aktiviti bilik darjah yang menggunakan

model pembelajaran koperatif.

(b) Jelaskan dengan terperinci berserta contoh-contoh DUA faedah

pembelajaran koperatif kepada:
(i) guru
(ii) murid

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 HBMT1103_MAY’10/SMP/MHAA

3. Constructivism view learning as an active process in which the

learners actively construct knowledge from their experiences.

(a) State FIVE views of constructivism in the context of teaching

and learning mathematics. ( 10 )

(b) Describe FOUR implications of constructivist approach in the

classroom. ( 10 )
(Total/Jumlah: 20)

Konstruktivisme melihat pembelajaran sebagai satu proses yang aktif di

mana pelajar secara aktif membina ilmu daripada pengalaman.

(a) Nyatakan LIMA pandangan teori konstruktivisme dalam konteks

pengajaran dan pembelajaran matematik.

(b) Jelaskan EMPAT implikasi pendekatan konstruktivisme di bilik

darjah.

4. Enrichment activities are usually for those who have mastered the
basic skills. However, the content of the activities should be suitable to
the capabilities of the pupils.

(a) Elaborate FOUR principles in conducting enrichment activities

in the classroom. ( 10 )

(b) Describe TWO categories of enrichment activities in the

classroom. Provide examples for each category. ( 10 )
(Total/Jumlah: 20)

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HBMT1103_MAY’10/SMP/MHAA

Aktiviti pengayaan biasanya diberikan kepada murid-murid yang telah

menguasai kemahiran asas. Bagaimanapun, kandungan aktiviti tersebut
haruslah sesuai dengan kemampuan murid.

(a) Huraikan EMPAT prinsip dalam melaksanakan aktiviti pengayaan

di bilik darjah.

(b) Jelaskan DUA kategori aktiviti pengayaan di bilik darjah. Berikan

contoh-contoh bagi setiap kategori.

5. The most important aim in improving mathematics performance of

the pupils is to upgrade the technique of teaching in the classroom. It
can be achieved by applying action research continuously.

(a) Elaborate FOUR characteristics of action research. ( 10 )

(b) Describe how to implement the five-stages of action research in

the classroom. ( 10 )
(Total/Jumlah: 20)
Matlamat utama dalam proses meningkatkan prestasi murid dalam
matematik adalah dengan meningkatkan kualiti pengajaran di bilik darjah.
Ini boleh dicapai dengan melaksanakan kajian tindakan secara berterusan.

(a) Huraikan EMPAT ciri kajian tindakan.

(b) Jelaskan bagaimana untuk mengimplementasikan kelima-lima

peringkat kajian tindakan di bilik darjah.

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PART C / BAHAGIAN C

INSTRUCTIONS / ARAHAN

Part C contains TWO questions. Answer ONE question ONLY.

Bahagian C mengandungi DUA soalan. Jawab SATU soalan SAHAJA.

QUESTIONS/SOALAN Marks/Markah

1. In a formative test, pupils are asked to answer words problem as

follows:

Kids from a class took a poll to find out their

favourite ice-cream. 1/4 chose chocolate, 1/8 chose
vanilla and 5/8 chose strawberry. Two kids were
uncooperative and could not eat ice-cream. If there
were 42 kids in the class, how many kids liked each
flavour?

Explain the possible errors made by the pupils in solving the above
problem according to Newman Error Analysis with respect to:

(4)
(a) Reading
(4)
(b) Comprehension
(4)
(c) Transformation
(4)
(d) Process skills
(4)
(e) Encode
(Total/Jumlah: 20)

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HBMT1103_MAY’10/SMP/MHAA

Dalam satu penilaian formatif, murid-murid dikehendaki menjawab satu

soalan penyelesaian masalah seperti berikut:

Sebuah kelas telah mengadakan undian bagi

mengetahui aiskrim kegemaran masing-masing. 1/4
memilih coklat, 1/8 memilih vanila dan 5/8 memilih
strawberry. Dua orang murid tidak memberikan
kerjasama dan tidak boleh memakan aiskrim.
Sekiranya ada seramai 42 orang murid dalam kelas
tersebut, berapa bilangan murid menggemari setiap
perasa?

Terangkan kesalahan-kesalahan yang mungkin dilakukan oleh murid

dalam menyelesaikan masalah di atas dengan berpandukan Analisis
Kesalahan Newman seperti berikut:

(a) Bacaan
(b) Pemahaman
(c) Pemindahan
(d) Proses Kemahiran
(e) Enkod

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2. A sample of 40 multiple-choice items has been pre-tested to ensure

that the item has the characteristics of a good item. 120 pupils were
involved in the pre-test and you are asked to analyze the items.

(a) Describe clearly why you should select both indices below to
analyze the items: (6)
(i) difficulty index
(ii) discrimination index

(b) Explain the procedures to compute the difficulty and

discrimination index of the sampled items. (4)

(c) Explain clearly how to calculate the difficulty and

discrimination index of an item that you have chosen. Interpret
your result. ( 10 )
(Total/Jumlah: 20)
Satu pra-ujian telah dijalankan ke atas satu sampel 40 item aneka pilihan
bagi memastikan item-item tersebut mempunyai ciri-ciri item yang baik.
Seramai 120 orang murid terlibat dalam pra-ujian tersebut dan anda
dikehendaki untuk menganalisa item-item tersebut.

(a) Jelaskan mengapa anda harus memilih kedua-dua indeks berikut

bagi menganalisa item-item tersebut:
(i) indeks kesukaran item
(ii) indeks diskriminasi item

(b) Terangkan prosedur bagi mengira indek kesukaran item dan indek
diskriminasi item bagi sampel item tersebut.

(c) Terangkan bagaimana anda mengira kedua-dua indeks bagi satu

item yang dipilih. Buat satu interpretasi bagi keputusan yang
diperolehi.

END OF QUESTION PAPER / KERTAS SOALAN TAMAT

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