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JABATAN MATEMATIK, IPG-KSAH

Menyediakan pengalaman pembelajaran (pra-nombor) yang bermakna kepada kanak-kanak

Membina “bijak nombor” (number sense)

KUMPULAN JIGSAW:A : Apakah Bijak Nombor?B : Konsep Pra-Nombor

– Klasifikasi – Pola what?, why?

C : Konsep Pra-Nombor – Membuat Perbandingan – Pengekalan what?, why? - Pengecaman Kumpulan

D : Prinsip & Peringkat MembilangE : Strategi & Latihan Membilang

Kebolehan…membuat perhitungan dengan tepat &

berkesanmengesan kesilapan @ ralat dalam

perhitungan/operasimenilai sesuatu hasil sebagai munasabahMengesan dan membanding nilai relatif

magnitud nomborMenetapkan penanda-aras (“bench-

marks”) untuk pengukuran & panganggaran yang boleh digunakan dalam kehidupan seharian.

Klasifikasi Pola (Patterns) Membuat Perbandingan (Comparisons)

Pengekalan (Conservation)

Pengenalan Kumpulan (Group recognition)

Keperluan awal (pre-requisite) untuk perkembangan bijak nombor & kemahiran membilang

Mengenal & membezakan ciri-ciri Pengabstrakan & mengenal pasti tema Meningkatkan kebolehan memerhati Memperkembangkan kemahiran

pemikiran awal & pemikiran fleksibel Memperkembangkan pemikiran yang

fleksibel Kemahiran matematik awal yang penting Mengenal pasti apa yang boleh dibilang

& apa yang tidak

Mathematics is the study of patterns Creating, constructing & describing

patterns require problem solving skills -> an important part of mathematics learning

Patterns can be based on geometric attributes (shapes, symmetry), relational attributes (sequence, function), physical attributes (colour, length, number), affective attributes (like)

Patterns can be created/observed through stacking, arranging, ordering objects (paper, cubes, attribute blocks, pattern blocks) in various ways

Helps develop number sense, ordering, counting & sequencing

Copying a patternStringing beadsCopying pattern blocksCopying figure on a geoboard

Finding the next one

Extending the pattern

Making their own patternsProvide opportunities for them to

create their own patterns & communicate their rationale of their paterns

Lead to important mathematical ideas regarding one-to-one correspondence

Able to discriminate what is important & not important.

A framework helps orderingProvide a graphical representation of the

information, allows quick & accurate visual comparisons

“More than”, “less than”, “as many as”, “equal”

Develop the idea of order & succession“one more than”, “one less than”4 is a number between 3 & 5

For comparing & ordering…

Sesuatu nombor tidak akan berubah sekiranya kedudukan, susunan berubah.

Bila kedudukan berubah…

Bila susunan berubah…

Early awareness of “one nose”, “two eyes”, “three wheels” on a tricycle – most children can identify quantities of 3 things or less.

The skill to “instantly see how many” in a group is called “subitizing” (“suddenly” in Greek)

Important to develop immediate recognition of groups of up to 5 or 6.

Saves time Forerunner of some powerful

number ideas Helps to develop sophisticated

counting skills Accelerates the development of

addition & subtraction

Rectangular Linear Circular Scrambled

A process where children call number values by name

Must learn the number-name series, beginning with one, and point to a different object as each number is spoken.

Rational counting

Each object to be counted must be assigned one & only one number name

The number-name list must be used in a fixed order every time

The order in which the objects are counted does not matter

The last number name used gives the number of objects (cardinality rule)

Counting on Counting back Skip counting

Numbers play different roles in real life. Nominal numbers - appear as names on

home addresses and sport jersey. Eg: “1” on football jersy often worn by the goalkeeper.

Ordinal numbers - numbers that identify the location of an object in a sequence. Eg: Ridzuan is first in class position.

Cardinal numbers - counting numbers that tell how many objects are in a set. Eg: Ali has 2 pens and 4 pencils.

These numbers demonstrate meaningful uses of the number system.

A number itself is a representation as in nominal, ordinal and cardinal numbers. Thus a number is represented by the links between them:

NUMBER

materials

language

symbols

Difference in meanings for the term “number” and “numeral”.

Number is an abstract idea related to quantity of objects an abstraction of a quantity.

Symbols are used to represent numbers. E.g., “25” - represent the number “twenty-five” in the Hindu-Arabic Numeration System, whereas in the Roman Numeration System, the symbol “XXV” is used instead.

In mathematics, a symbol that is used to represent a number is called a numeral.

Another term that you need to know its precise meaning is “digit”.

A digit is an individual numeral. There are ten digits in the Hindu-Arabic

Numeration System: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0.

Hence, digits are the basic symbols used to form numerals.