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750303075396

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1.0 Soalan 1 ± Pendekatan-pendekatan pengajaran Pendidikan Moral. 1.1 Pemupukan nilai 1.2 Pendekatan bertimbang rasa 1.3 Pendekatan rasional 1.4 Pendekatan tindakan sosial 1.5 Pendekatan perkembangan moral kognitif 1.6 Pendekatan penjelasan nilai 1.7 Pendekatan analisis nilai 3 4 5 6 7 8 9

2.0 Rancangan Pengajaran Harian Pendidikan Moral ( Tahun 3 ) Rujukan / Bibliografi Lampiran

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Introduction To Mathematics Education HBMT 1103

Ucapan terima kasih yang tidak terhingga kepada Encik Adnan Bin Baharom yang banyak memberi bimbingan. 2 Introduction To Mathematics Education HBMT 1103 .T.Haslina bt Harun 750303075396 Bersyukur ke hadrat Ilahi kerana dengan limpah kurniaNya saya dapat menyiapkan tugasan yang diberikan mengikut masa yang telah ditetapkan. terima kasih. panduan dan tunjuk ajar kepada saya dalam usaha untuk menyudahkan tugasan ini.Apa yang pasti. Saya telah berusaha dengan penuh komitmen untuk menyiapkan tugasan ini sebaik mungkin. Tidak lupa juga kepada rakan-rakan yang banyak membantu dalam usaha menyempurnakan tugasan ini.W. dan kelemahan itu datangnya daripada saya. yang baik itu datangnya dari Allah S. Sekian . Saya memohon maaf sekiranya terdapat sebarang kekurangan dan kelemahan dalam tugasan ini .

and later to apply the acquired skills to solve real life problems. Successful problem solving is not possible without first representing the problem appropriately. innovative. Problem solving is important in math curriculum because problem solving can be used to develop tools of thinking that will provide framework of actions/thoughts that can be manipulated and utilized by students to confront and overcome the ever-changing knowledge base. Explain clearly with examples of the daily life situation to support your arguments. Early exposure to problem-solving processes to young school children will promote critical thinking at an early age. It lets the students to have the means of being creative. Problem solving has two stages: problem representation and problem execution. Problem solving will make student go for the answers by trying to get them on their own using multiple types of techniques and methods rather than totally relying on the memorization or using the usual ways of tracking previously learned ways. give five reasons why problem solving skills should be emphasized in mathematics curriculum. inquisitives and adventurous in trying to learn the topics in varied manners and approaches.Haslina bt Harun 750303075396 Question 1 As a mathematics teacher. They are not going to rely on recalling and reenacting the process in trying to get to the answers and so the students will have to really rely and use their critical and creative thinking often and continuously and in order to find ways and means to get the answers. Introduction to different strategies in problem solving will give ideas and encourage young children to solving mathematical problems. 3 Introduction To Mathematics Education HBMT 1103 . In other words students are taught on how to acquire or gain knowledge by themselves and not only by being the inactive participants in a teaching learning activities [as in a teacher centered approach] using instructions or demonstrations. Appropriate problem representation indicates that the problem solver has understood the problem and serves to guide the student toward the solution plan. Students who have difficulty representing math problems will have difficulty solving them. Problem solving let students discover. explore and learn on their own the facts/information about any given topics. Students can develop and improvised ways to overcome anxieties and learning difficulties [in math] by using all the declarative and the procedural knowledge and with it have fun and be contented in learning the subject [math]. Mathematical problem solving is a complex cognitive activity involving a number of processes and strategies.

Problem solving can be an integral part of learning math as it can help students build math understanding as problem solving can cut across the curriculum¶s content areas. In other words problem solving will make the students aware of their ventures and headings. Students can easily learn math by making or creating models to solve standard problems in 3 simple stages: [1] develop specific skills [2] assign set of practices and [3] solve variety of verbal problems. assess and reflect the process/techniques in solving math problems as students can keep track and check their progress. Problem solving provides links and relevancies to the students as what they have learned in schools can and should be used in real life situations. 4 Introduction To Mathematics Education HBMT 1103 . Problem solving allows and permits students to develop their skills and abilities to manipulate other learned knowledge/skills to solve math problems. excitements. and interests as the students will perform better and have better attitude towards math. What it means here is that math learning will be much awaited affair as student will lose the fear of learning math. They will achieve better success and will be more thrilled knowing that they had gotten the answers themselves and be proud and content with what they had done. It means that problem solving can let students tackle all the aspects of the topics covered. Problem solving will let students learn and practice lateral and heuristic thinking and practical reasoning in overcoming math problems and thus make learning math more exciting and challenging.Haslina bt Harun 750303075396 Problem solving will lead and let students learn to read math. gauge. Problem solving allows students to monitor. Problem solving provides challenges.

Haslina bt Harun 750303075396 Question 2 Construct TWO words problems based on any topics from Mathematics Sllabus Year 5.1 Strategies of problems solving in Mathematic or other reading) 5 Introduction To Mathematics Education HBMT 1103 .2. Derive clearly the suitable strategies to solve the problems. (Refer Module: 6.

6 Introduction To Mathematics Education HBMT 1103 . Attach the question paper and their answer sheets as proof.Haslina bt Harun 750303075396 Question 3 Use the questions in (b) as ashort quiz for Year 6 pupils in the classroom (20 ± 30 pupils). Mark their answer and record the score.

Analyse the different errors that were made. Describe clearly theirs errors using Newman¶s ErrorAnalysis Procedure (Refer Moule: 6. 7 Introduction To Mathematics Education HBMT 1103 .3 Newman¶s Analysis Procedure).Haslina bt Harun 750303075396 Question 4 Select the pupils that failed to answer correctly for any given.

product. Eliminate all non-essential information by drawing a line through distracting information.Haslina bt Harun 750303075396 Question 5 Do e reflection on your findings. underline. If necessary. Look for key words like sum. many children h ave difficulty sorting the important information from the distracting information. However when the same math problem is written in a paragraph or sentence format. the effective stratgies in teaching Mathematics words problems in the classroom. and models to see the problem. They lead to the operation needed to solve the problem. It is not the fact they cannot solve the math problem in most cases. in your opinion. As we known. or highlight the clues. Look for clues to determine which math operation is needed to solve the problem. The key to solving math word problems is to have a plan or strategy. Based on your undestanding and other readings. etc. everyone gets one of each. for example addition. word problems. children have a difficult time solving math word problems. Teaching children how to solve word problems in math is critical if they are to develop full understanding of math. 8 Introduction To Mathematics Education HBMT 1103 . drawings. Use variable symbols. for example: how many will are left. everyone gets red. Look for what is needed solve the problem. Draw sketches. difference. Develop a plan based on the information determined to be important for solving the problem. etc. Read the problem carefully looking for clues and important information. such as ³X´ for missing information. etc. Children can typically solve a math problem presented in numbers and equations. However to develop a basic understanding of math they need to learn how to solve even the most difficult math problem. area. which works in any math word problem solving situation. Is the word problem similar to a previous work. explain and conclude in detail. it is simply they do not know a plan or strategy for solving the problem. the following 12 tips are provided for helping children become good problem solvers. Carry out the plan using the math operations which were determined would find the answer. rewrite the problem to help find these clues. if so how was it solved. For children having problems with math word problems. Write down the clues. perimeter. the total will be. These difficult math problems are typically. subtraction.

problem solving is a major part of mathematics. Second. Also we should caution against claiming an emphasize on problem solving when in fact the emphasis is on routine exercises. Forgetting to use the correct units of measure throughout the problem often results in the wrong answer. and algorithms. Our subject is used in the work. procedures. From various studies involving problem solving instruction. that the student benefits from incorporating problem solving into the mathematics curriculum as discussed above outweigh this line of reasoning. problem solving takes too much time. problem solving will not be measured and tested. if it does then it is probably ok ± if not then check the work. Here is another extra bit of information. mathematics has many applications and often those applications represent important problems in mathematics. starting with the answer to see if you wind up with your original problem. Suydam (44) concluded: 9 Introduction To Mathematics Education HBMT 1103 . Finally. problem solving must be in the school mathematics curriculum to allow students to develop the art of problem solving. problem solving is not in the textbooks. These must be used properly to keep the answer correct. Work the problem in reverse or backwards. These include arguments that problem solving is too difficult. and basic facts must be mastered through drill and practice before attempting the use of problem solving. mathematics is sequential and students must master facts. the school curriculum is very full and there is no room for problem solving. Fourth. We include problem solving in school mathematics because it can stimulate the interest and enthusiasm of the students. We should note. Units of measure can be mixed in the same word problem and not use the appropriate units leads to errors.Haslina bt Harun 750303075396 Does the answer seem reasonable. there is an intrinsic motivation embedded in solving mathematics problems. Why Problem Solving In The Classroom? First. which is a common mistake made when working with word problems. appropriate mathematics problems are not available. This art is so essential to understanding mathematics and appreciating mathematics that it must be an instructional goal. understanding. problem solving can be fun. Teachers often provide strong rationale for not including problem solving activities is school mathematics instruction. Third. and communication within other disciplines. however. It is the sum and substance of our discipline and to reduce the discipline to a set of exercises and skills devoid of problem solving is misrepresenting mathematics as a discipline and shortchanging the students. Many of us do mathematics problems for recreation.

then students are likely to be less rigid. where you must think and can apply anything that works." then the students try to follow the rules in subsequent problems.Haslina bt Harun 750303075396 If problem solving is treated as "apply the procedure. 10 Introduction To Mathematics Education HBMT 1103 . If you teach problem solving as an approach.

Haslina bt Harun 750303075396 11 Introduction To Mathematics Education HBMT 1103 .

Haslina bt Harun 750303075396 Rancangan Pengajaran Harian Subjek Tarikh Hari Masa Tahun Bilangan murid 12 : Pendidikan Moral : 12 Febuari 2010 : Jumaat : 8.30 ± 9.30 pagi : 3 Berjaya : 21 orang Introduction To Mathematics Education HBMT 1103 .

jawab dengan murid: a) Pernahkah kamu melihat simbolsimbol ini? b) Di manakah simbolsimbol ini boleh 1. Soalan: lagu tersebut berdasarkan irama a) Apakah yang perlu kita lagu Awas KRU. cd Langkah Isi Pelajaran Aktiviti Pengajaran & Pembelajaran Catatan Set Induksi ( 10 minit) Memperdengarkan 1. Guru bersoal. Jawapan murid: a) Berhati-hati memandu. Murid diminta meneliti lirik lagu tersebut. Guru memainkan lagu ¶Awas di lagu Awas di jalan jalan raya¶. Radio CD b) Banyak tanda jalan. b) Apakah yang terdapat di sepanjang jalan raya? 4. persembahan powerpoint. (b) Menulis maksud simbol peraturan jalan raya. raya 2. BBM : laptop.Haslina bt Harun 750303075396 Bidang pembelajaran 3 Nilai Objektif : Nilai Berkaitan Dengan Diri Dan Masyarakat : Patuh Kepada Peraturan Dan Undang-Undang : Pada akhir pengajaran dan pembelajaran murid-murid dapat : (a) Menyenaraikan simbol peraturan jalan raya.. BBM Persembahan powerpoint 13 Introduction To Mathematics Education HBMT 1103 . Murid diminta menyanyikan 2. radio. Guru mengaitkan jawapan murid dengan tajuk pelajaran pada hari ini. ketika 1.. Langkah 1 ( 20minit) 1. lakukan ketika berada di jalan raya? 3. buku teks pendidikan moral tahun 3. Guru menayangkan tandatanda keselamatan jalan raya kepada murid melalui persembahan powerpoint.

Guru membahagikan murid kepada 5 kumpulan.Haslina bt Harun 750303075396 dilihat? c) Mengapakah simbolsimbol ini diletakkan di tepi jalan? Jawapan murid: a) Ya. 1) 2) 3) 4. Jawapan : a) Tidak boleh meletakkan kenderaan. Langkah 2 (25minit) 1. 5. Guru menilai dan merumuskan jawapan murid-murid. Guru menyoal murid dan menerangkan maksud setiap simbol . b) Tidak dibenarkan masuk c) Tidak boleh membuat pusingan U d) Pusingan bulatan e) Pusingan U f) Awas! Lembu 14 Introduction To Mathematics Education HBMT 1103 . Simbol jalan raya dan maksud setiap simbol. 3. BBM Persembahan powerpoint ARAHAN : Tulis maksud bagi setiap tanda keselamatan jalan raya berikut. 2. 3. b) Di tepi jalan c) Panduan kepada pengguna jalan raya 2. Murid diminta berbincang maksud setiap simbol jalan raya yang diberikan. Wakil setiap kumpulan akan membentangkan jawapan. 2. Lembaran kerja : 1. Murid diminta menulis jawapan di dalam lembaran yang diberikan.

R. BBM Lirik lagu RUJUKAN / BIBLIOGRAFI Alessi. ( 1991 ). S. Guru mengedarkan lirik lagu ¶Peraturan dan UndangUndang Menjamin Keselamatan.Haslina bt Harun 750303075396 melintas. Computer-based instruction methos and development. Englwood Cliffs. Dengan bimbingan guru. 2. S. Penutup ( 5 minit) Rumusan pelajaran : Sentiasa mematuhi peraturan dan undangundang jalan raya. NJ: Prentice Hall 15 Introduction To Mathematics Education HBMT 1103 . Lirik lagu: Rujuk lampiran 1.M. & Trolip. murid menyanyikan lagu mengikut irama lagu ¶ Geylang Si Paku Geylang¶.

edu/nineplantes/nineplanets/nineplante. Teknologi Maklumat Untuk Institusi Perguruan. Kuala Lumpur: OUM Shaifol Bahary Sulaiman. ( 2004 ). Baharuddin Aris dan Zaidatun Tasir.nasa. (1996) Pembelajaran Bantuan Komputer. Kuala Lumpur : Federal Publication Laman web. Rio Sumarini & Manimegalai Subramaniam. Hassan Ahmad & Azman Abdullah ( 2008 ) HBEF2303 Teknologi Maklumat Dalam Pendidikan.edu 16 Introduction To Mathematics Education HBMT 1103 . Kuala Lumpur : UTM Skudai dan Dewan Bahasa Dan Pustaka. Skudai : Universiti Teknologi Malaysia Ismail Zain ( 2002 ). Aplikasi multimedia Dalam Pengajaran. Kuala Lumpur : Venton Publication Norhashimah Abu Samah. Shaifol Bahari Sulaiman. Mazenah Youp dan Rose Alinda Alias.arc. Kuala Lumpur: Utusan Publication.lpl.arizona.windows. Omar Zakaria. ( 2002 ) Reka Bentuk Perisian Multimedia.Haslina bt Harun 750303075396 Baharuddin Aris. Jamaludin Harun. http://seds.ucar.html http://ic-www.gov/ic/projects/bayes-group/Atlas/size/Earth http://www. ( 2001 ) Pembangunan Perisian Multimedia satu Pendekatan Sistematik.

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