mathematics curriclum development. 1.before world war ii 2.after world war ii 3.kbsr & kbsm...

MATHEMATICS CURRICLUM

DEVELOPMENT

1. Before World War II

2. After World War II

3. KBSR & KBSM

MATHEMATICS CURRICLUM DEVELOPMET

Primary School Mathematics:

-Not gazette before 1965.

- ‘Panduan Untuk Guru’ (Guidance pamphlets) by Pejabat Karang Mengarang, Jabatan Pelajaran Persekutuan Tanah Melayu, Kuala Lumpur (cetakan pertama, 1950)

- Mathematics content, basic skills involve simple arithmetics (+, -, ÷, X), trading (jual beli), weighing (timbang menimbang), measurement (ukur mengukur) in everyday life

MATHEMATICS EDUCATION BEFORE THE 2ND WORLD WAR

Development in USA

• 1957, lunching of Sputnik I by Soviet Russia –big impact on the Americans

• National Defense Education Act of 1958• Evaluation of school curriculum – mathematics & Science

at school and state level

• “School Mathematics Study Group” (SMSG)

- new mathematics & Science curriculum

- Developed by professors from establish universities in USA

- to produce scientists

MATHEMATICS EDUCATION AFTER THE 2ND WORLD WAR

• 1959, Seminar was held in Royalmount, USA, mathematics educators and mathematician from 8 countries – create impact to other countries

• “School Mathematics Curriculum Improvement Study” (SSMCIS)

- teaching and learning Not only the contents

Examples: Teaching Methods:

- Cooperative learning

- Problem solving

- constructivism

- inductive and deductive

etc......

CONT….

Development in UK and Europe

• In 1961 - “School Mathematics Project” (SMP)

• Most successful curriculum – teachers and mathematics educator – text book and curriculum guide• “Scottish Mathematics Group”• “Nuffield Maths” • “Midlands Mathematics Experiment”


Development in Malaysia

•Primary School (1965)-introduced new topics-development of topics according child psychology-using new approaches and teaching methods

•In 1968 - “Projek Khas” Special Project– by Ministry of Education-to improve teaching and learning standard in primary school (rural school)

•1980 – report on performance of primary school in mathematics by MOE•report by Jawatankuasa Kabinet Mengkaji Pelaksanaan Dasar Pelajaran


INTEGRATED CURRICULUM FOR PRIMARY SCHOOL (KBSR)

In 1982 – KBSR introduced to primary school - Curriculum content ( 4 basic skills and mental arithmetic )

- Recommendations :

group learning (cooperative learning)

using material

using everyday examples in problems solving

learning environment

• Malaysian General Mathematics

• Modern Mathematics Curriculum

• KBSM (Integrated Curriculum for Secondary School)

INTEGRATED CURRICULUM FOR SECONDARY SCHOOL (KBSM)

Malaysian General Mathematics Curriculum

Mid 1960 to early 1970

5 series of text books

new topics: stock exchange arithmetic, density

and relative density (share, ketumpatan)

Areas : Arithmetic, Algebra, geometry,

Trigonometry (Alternative B)

Examinations for MGMC syllabus:

Cambridge Local Examination Syndicate

Oxford Local Examination,

Oxford and Cambridge School Examination Board

University of London

Modern Mathematics Curriculum (MMC)

1965, Mathematics Seminar at University Malaya

Suggestion to form a committee:

o introduced new teaching methods

o SPM contents to include in MMC

1969, Peter Whyte (SMG) was invited by MOE

1973 – mathematics modern (from SMP) –

Alternative C

AIM (MATLAMAT)

To develop individuals:

who are able to think mathematically

who can apply mathematical knowledge effectively

responsibly in solving problems and making decision

Enable the individual to face challenges in everyday life that arise due to the advancement of science and technology.

INTEGRATED CURRICULUM FOR SECONDARY SCHOOL (KBSM) --

Modern Mathematics Curriculum)

OBJECTIVES (OBJEKTIF)

1. Understand definitions, concepts, laws, principles and theorems related to Numbers, Shape and Space, and Relationships.

2. Widen applications of basic fundamental skills such as +, -, ÷, and x, related to Numbers, Shape and Space, and Relationships.



OBJECTIVES (OBJEKTIF)

3. Acquire basic mathematical skills as:

making estimation and rounding;

measuring and constructing;

collecting and handling data;

representing and interpreting data;

recognising and representing;

relationship and representing

using algorithm and relationship;

solving problem; and

making decision



OBJECTIVES (Continue ...)

4. Communicate mathematically;

5. Apply knowledge and skills of mathematics in solning problems and making decision;

6. Relate mathematics with others areas of knowledge;

7. Use suitable technologies in concept building, acquiring skills, solving problems and exploring the field of mathematics;

8. Cultivate mathematical knowledge and skills effectively and responsibly;

9. Inculcate positive attitudes towards mathematics; and

10. Appreciate the importance and the beauty of mathematics.

Problem solving in mathematics Communication in mathematics Reasoning in mathematics Mathematics Connections Application of technology

Emphases in Teaching and Learning (KBSM)

1. Problem Solving in Mathematics

• Main focus in T & L of Mathematics.

• Involved Polya’s Model (U,D,C,L)

• Heuristics and strategies


2. Communication in Mathematics

• through the listening process:

– individuals respond to what they hear,

- encourages individuals to think using their mathematical knowledge in making decisions.

• through the reading process:

- individual collects information and data

- rearranges the relationship between ideas and concepts.


• through the visualization process when individual:

- make an observation, analyses, interprets, and synthesize data, and presents them in the form of geometric board, pictures and diagrams, tables and graphs.


CONT….

Effective communication can be developed through:

• Oral communication

two ways of interaction: T-S, S-S, S-O

• Written communication

written work is usually result of discussion

brainstorming activities


3. Reasoning in Mathematics

• Logical reasoning

• To estimate, predict, make intelligent guesses in the process of seeking solutions.

• Using – concrete materials, calculators, computers, mathematical representation and others.


4. Mathematical Connections

Opportunities for making connections must be created:

•can link conceptual to procedural knowledge and relate topics within mathematics and other learning areas in general.


5. Application of Technology

The Teaching and learning of mathematics should employ the latest technology to help students:

understand mathematical concepts in depth,

meaningfully and precisely

explore mathematical ideas.

Examples: Calculators, computers, educational software, websites in internet, relevant learning packages, etc.


Communication in Mathematics

Example 1:

1

1 1

1 2 1

1 3 3 1

1 4 6 4 1

What patterns do you see?

You may choose to describe patterns with words, in a table or sequence, or by using mathematics notation.

Communication in Mathematics

Example 2:

Write down your description, and then read on ...

EXAMPLE

Mathematical Connections

Example 1: Connecting New Concepts to Old Concepts

1. Which decimal is equivalent to 12 percent?

2. Which decimal is equivalent to .9 percent?

Connected percents to rational numbers, reasoning that 12 percent means 12/100.

Then connected the fraction to a decimal: 12/100 = 0.12

.9 percent means 0.9/100, which converts to 0.009

EXAMPLE


Example 1: Connecting Different Models for the Same Concept

In mathematics, many concepts can be represented in different ways.

Consider the ways of representing 3/4.

0 ¼ ½ ¾ 1

One of them is NOT a valid representation of what we mean by 3/4

Do you understand why?

Can you express that understanding in words?


Example 3: Connecting Conceptual and Procedural Knowledge

Convert a mixed number to an improper fraction:

For example:

4¾ = 19/4

Do you know why we multiple the whole number by the denominator, add the numerator, and then put the whole thing over the denominator?

Variety of standard procedures – called Algorithms


Example 3 : Connecting Conceptual and Procedural Knowledge

47

X__35

235

141__

1465

Do you know why we “move over” in whole-number multiplication?

Coming to understand why these and many other algorithms work will make you a more powerful problem solver and a stronger teacher.

Reasoning in Mathematics

Example:

35 – 9 =

The teacher can ask questions like this:

“ Do you think it would help to know that 35 – 20 = 15?”

“How would it help you to think of 19 as 15 + 4?”

“Would it help to count on from 19 to 35?”

It is also important for children to recognize invalid arguments, such as:

“Would it help to count backward from 19?”

Reasoning in Mathematics

Example 2:

Find a set of these numbers that sums to 100.

( 3, 6, 12, 15, 21, 27, 42, 51)

THANK YOU!Better than a

thousand days of diligent study is one day with a great teacher." --Japanese proverb

mathematics curriclum development. 1.before world war ii 2.after world war ii 3.kbsr & kbsm...

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