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OPEN UNIVERSITYMALAYSIAFACULTY OF EDUCATION AND LANGUAGESHBMT3403TEACHING MATHEMATICS IN FORM TWOTitle : APPROACHES THAT CAN BE USED TO TEACHTHE CONCEPTS OF TRANSFORMATIONS.WENCESLAUS TEHAS(NO. MATRIX: 810628135897002)NO. K/P : 810628-13-5897NO. TELEFON : 013-8289282wencelespichin@yahoo.comTUTOR:EN. ZURHANA BIN MOHAMMADPUSAT PEMBELAJARAN:INSTITUT PERGURUAN MALAYSIAKAMPUS TUN ABDUL RAZAKSAMARAHAN HBMT3403 TEACHING MATHEMATICS IN FORM TWOWENCESLAUS TEHAS810628-13-5897-0021.0 IntroductionArthur Cayley (1821-1895) and James Sylvester (1814-1897) were the earliestmathematicians to write about transformations. Their importance is because sets of transformations can be used to classify geometries. The word transforms means "tochange." In geometry, a transformation changes the position of a shape on a coordinate plane. What that really means is that a shape is moving from one place to another.A transformation of a collection of objects is a rule that describes how totransform or "move" each object in the collection. For us, the objects are the points inthe familiar coordinate plane and the collection is the plane itself (composed of all its points). A transformation, then, is a rule that describes how to move each of the pointsin the plane to new locations. Every point has to go somewhere, even if it is just toowhere it was in the first place. No two different points can go to the same place.On this paper, i will discuss more about some approaches that can be used toteach the concepts of transformations. During this task, I�ve found some article whichon my opinion is related and comply with the task given. HBMT3403 TEACHING MATHEMATICS IN FORM TWOWENCESLAUS TEHAS810628-13-5897-0022.0 Related Literature Review2.1Article 1 : �Interactive :Translations, Reflections And Rotations

Source:http://shodor.org/interactive/lessons/TranslationsReflectionsRotations/This article is about a lesson which is planned to introduce the studentsto the concepts of translation, reflection and rotation using an interactivemedia. On doing so, the writer states some requirement on student�s prerequisite which is a must for the students before they can proceed with thelesson. From my pedagogical understanding, this is to ensure that the lessonwill goes in a smooth flow without any circumstances that can interrupt the planned strategies.On arithmetical prerequisites issue, students must be able to identify the basic two-dimensional shape of a square, a triangle and a parallelogram.Meanwhile on the technological prerequisites issue, students must be able to perform basic mouse manipulations such as point, click and drag. On thelesson plan, there are six identified outline that has been stated by the writer asthe guidance for the whole teaching and learning process.The outlines are focus and review, objectives, teacher input, guided practice, independent practice and closure. The approach that has been plannedto be use in this teaching and learning process is a constructive approach wherethe teacher guides the students while students itself build their own knowledge by the guidance of the teacher.As a conclusion, the teacher is trying to use the constructive approachto make the lesson to be so meaningful beside it will give a deep impact on thestudents understanding on the terms and skills thought. HBMT3403 TEACHING MATHEMATICS IN FORM TWOWENCESLAUS TEHAS810628-13-5897-0022.2Article 2: Interactivate : Symmetry In TessellationsSource :http://shodor.org/interactivate/discussions/SymmetryInTesselati/This article is about a plan on teaching the topic of symmetry intessellation. In this lesson plan, the teacher prefers to do it in a form of discussion. The discussion is more to discuss the difference between two termswhich are the definition of symmetry itself and the term of the type of symmetries in tessellations.In this discussion, the teacher triggers the student to build their ownknowledge by guiding them on understanding the terms of symmetry and thetype of symmetries in tessellations. We can saw the effort when the teacher tries to describe the term of symmetry. After that, then the teacher describe thetypes of symmetries in tessellations.As a conclusion for this lesson plan, i can say that the approach that theteacher tries to use is the inductive approach. This is because the teacher playsthe role to guide the students while the student tries to build their ownknowledge by their observations. HBMT3403 TEACHING MATHEMATICS IN FORM TWOWENCESLAUS TEHAS810628-13-5897-0022.3Article 3: Transformations In Geometry (Middle, Mathematics)Source :http://teachers.net/lessons/posts/2752.htmlThis third article is also about a lesson plan. The difference of thisarticle with the two previous articles is that this article is planned for the wholeunit which needs 6 � 8 weeks to teach. From this article, the write are using alot of teaching strategies, approaches and methods to reach the targetedobjective even thou there�s none of those objectives was stated. Among all thestrategies that were use there was acting out strategies, mimic on what their partners doing, discussion strategies and so on.On this lesson plan also there were several teaching aids was mentionand that will be necessary to fulfill the teaching and learning requirement.Among the said teaching aids are the geometry sketchpad, geoboards, pattern blocks and Escher-like Tessellations.For a conclusion, although there were a lot of strategies, approachesand method applied by the writer in this lesson plan, the writer is more focus tohands on activity. To proof this, we can see that almost all of the plannedstrategies are based on student�s activity meanwhile the teacher just act as thementor to guide the students on the whole of the teaching and learning process.