PENYERAHAN DAN PENILAIAN TUGASAN ASSIGNMENT SUBMISSION AND ASSESSMENT ________________________________________________________________________ HBMT2103 TEACHING OF ELEMENTARY MATHEMATICS PART 1 SEPTEMBER

2012 _________________________________________________________________________
ARAHAN KEPADA PELAJAR / INSTRUCTIONS TO STUDENTS 1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul bercetak kursus ini. / This assignment contains only ONE (1) question that is set in the language of the printed module for the course. 2. Jawab dalam Baha a M!"a#$ atau Baha a I%&&!'( . / Answer in Malay or English. 3. Muat turunkan )!*+"a) tugasan versi bahasa yang berkenaan daripada MyV ! untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan menggunakan sai" #on 12 Times New Roman dan langkau baris 1.$. % Download the language version of the assignm n! ! m"la! concerned from the MyV ! for preparation and su"mission of your assignment. #our assignment should "e typed using $% point Times New Roman font and $.& line spacing. &. Tugasan anda hendaklah antara 2,00 h(%&&a 3000 patah perkataan )(-a. termasuk rujukan. 'ilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Ja%&a% menyalin soalan dan arahan tugasan dalam jawapan anda. / #our assignment should "e "etween #$%% !o &%%% 'or(s )*l+(ing references. The num"er of words should "e shown at the end of your assignment. Do no! copy the assignment question and instructions to your answer. $. (nda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. (nda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / #ou must su"mit your assignment TO ,ACE TO ,ACE TUTOR. #ou are advised to 'eep a copy of your su"mitted assignment for personal reference. ). (nda hanya boleh menghantar tugasan SEKALI sahaja dalam SATU #ail. % #ou can su"mit your assignment ONCE only in a SING-E file. 77 Tugasan anda hendaklah diserahkan antara 0h1 N23!*1!' h(%&&a 11 N23!*1!' 2012 a)a$ T$)2'(a" 4 *TUTOR+. ,erahan !"!+a 11h1 N23!*1!' 2012 a)a$ T$)2'(a" 4 TIDAK akan diterima. % #our assignment must "e su"mitted "etween .!h No/ m0 r #%1# until 11!h No/ m0 r #%1# or T+!orial 1. (u"mission a2! r 11!h No/ m0 r #%1# or T+!orial 1 will NOT "e accepted. 8. Tugasan hendaklah disiapkan secara individu. (nda dilarang meniru tugasan orang lain. (nda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri . / #our assignment should "e prepared individually. #ou should not copy another person)s assignment. #ou should also not plagiarise another person)s wor' as your own.

SOA-AN TUGASAN 3ASSIGNMENT 4UESTION (n integrated approach #ocusing on connections and relationships amongst topics and concepts is emphasised #or the e##ective teaching and learning o# elementary mathematics. ,tructuring activities and e-periences that will enable pupils to build mathematical understanding is the essence o# teaching mathematics meaning#ully. !##ective teachers support pupils in making connections between di##erent ways o# solving problems. between mathematical topics as well as between mathematics and everyday e-periences. /pportunities #or making connections must be created so that pupils can link 52%5!+)$a" .%26"!-&! to +'25!-$'a" .%26"!-&! and bring about '!"a)(2%a" $%-!' )a%-(%& *,kemp. 10102 Van de 3alle. 100&+. The Malaysian !lementary Mathematics 4urriculum consists o# several areas such as arithmetic. geometry. measurement and problem solving. 'ased on any T7O topics in the Y!a' T62 5rimary Mathematics curriculum. discuss why it is essential to help pupils make connections resulting in relational understanding when learning mathematics and elaborate how you would #oster relational understanding pertaining to various areas amongst Y!a' T62 pupils. 6ou are encouraged to organise your discussion as below7 *i+ 8e#ine conceptual knowledge. procedural knowledge and relational understanding. 4omment on the necessity o# helping pupils make connections resulting in relational understanding when learning mathematics with re#erence to the topics chosen2 *ii+ ,uggest ways to #oster relational understanding between the topics selected. children to use mathematics conte-tually in di##erent learning areas in real li#e. *iii+ *iv+ 4lari#y the importance o# relational understanding in the learning o# elementary mathematics using relevant e-amples. ,ummarise key ideas highlighted using a suitable #ormat. ,ince marks are awarded based on the criteria set in the rubric provided. you are advised to use the rubric as a guide in writing your assignment. *,ubmit relevant supporting documents such as literature review. illustrations. 9e#erences in (5( :ormat. graphic organisers. etc. as (ppendices in your report.+ 8T2)a"9 40 *a'. :
2

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details on your choice o# approaches. strategies. activities. resources. etc. to enable

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I%)'2-$5)(2%9 'rie# introduction to task given7 !##ective mathematics teaching;learning7 ,igni#icance o# an integrated approach and making connections in the teaching;learning o# elementary mathematics. C2%)!%) (()9 8e#inition% 4lari#ication o# key concepts7 4onceptual knowledge 5rocedural knowledge 9elational understanding 4omments on necessity o# helping pupils make connections2 9elevance o# e-amples used based on two topics chosen.

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<o introduction given.

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5oor introduction to task given7 Vague de#inition% e-planation o# the use o# an integrated approach%structuring activities. etc. and making connections in the teaching; learning o# elementary mathematics. 'rie# mention%poor de#inition o# key concepts re#erred to with respect to the topics selected. Vague comments on helping pupils make connections. not supported by relevant e-amples.

2
,uper#icial introduction to task given7 ,uper#icial de#inition%e-planation o# the use o# an integrated approach% structuring activities. etc. and signi#icance o# making connections in the teaching; learning o# elementary mathematics. ,uper#icial de#inition% clari#ication o# key concepts re#erred to pertaining to the two topics selected. ,uper#icial comments on the necessity o# helping pupils make connections when learning mathematics with respect to topics chosen. supported by e-amples brie#ly described.

3
4lear introduction to task given7 4lear de#inition% e-planation o# e##ective mathematics teaching; learning7 The use o# an integrated approach% structuring activities. etc. and signi#icance o# making connections in the teaching;learning o# elementary mathematics. 4lear de#inition% clari#ication o# key concepts using relevant e-amples #rom the two topics selected. 4lear comments given on the necessity o# helping pupils make connections when learning mathematics. supported by relevant and clear e-amples #rom the two topics chosen.

4
Very clear introduction to task given7 Very clear de#inition%e-planation o# e##ective mathematics teaching;learning7 The use o# an integrated approach%structuring activities. etc. and signi#icance o# making connections in the teaching;learning o# elementary mathematics. Very clear de#inition% clari#ication o# key concepts using relevant e-amples #rom the two topics selected. Very clear comments% reasons given on the necessity o# helping pupils make connections when learning mathematics2 supported by relevant and very clear e-amples #rom the two topics chosen.

Ma; Ma'.
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There is no description o# key concepts re#erred to and no mention o# topics selected. <o comments on the necessity o# helping pupils make connections given.

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C2%)!%) ((()9 ,uggestions to #oster relational understanding #or topics chosen. *e.g. (pproach% ,trategies% (ctivities% 9esources% !-amples. etc.. to enable children to use mathematics conte-tually in di##erent learning areas in real li#e.+ C2%)!%) (((()9 8iscussion7 =mportance o# relational understanding when learning mathematics with respect to topics chosen2 9elevance o# e-amples used. E3a"$a)(2%9 ,ummary7 iterature review >ey points ?raphic organisers % 8iagrams. etc.

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<o suggestions given.

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(ll%most o# the suggestions given were not suitable. Most o# the e-amples given did not show how relational understanding could be #ostered and do not depict how children can use mathematics conte-tually.

2
/nly some o# the suggestions given were suitable. /nly some o# the e-amples given show how relational understanding could be #ostered and depict how children can use mathematics conte-tually.

3
Most o# the suggestions given were suitable. Most o# the e-amples given show how relational understanding could be #ostered and were clearly described. !-amples given depict how children can use mathematics conte-tually.

4
(ll the suggestions given were suitable. (ll relevant e-amples given show how relational understanding could be #ostered and were very clearly described%illustrated. !-amples used were linked to real li#e and depict how children can use mathematics conte-tually. =mportance o# relational understanding very clearly discussed with respect to topics chosen. !-amples given were relevant and very clearly described.

Ma; Ma'.
1

<o importance highlighted% discussed.

5oints discussed lacked #ocus and were not related to topics chosen.

=mportance o# relational understanding brie#ly discussed with respect to topics chosen. ,ome e-amples given were not related to the topics chosen. iterature review was poorly done. disjointed sentences and improper re#erencing provided. 'rie# summary o# points in written and graphic #orm.

=mportance o# relational understanding clearly discussed with respect to topics chosen. !-amples given were relevant and clearly described. The literature review was ade@uately done using proper re#erencing and clear language. ?ood summary o# points in written and graphic #orm.

<o literature review was done

iterature review done was literally copied #rom the source%improper re#erencing provided. 5oor summary given. <o graphic organiser used.

The literature review was well done. smooth #low o# language and accurate re#erencing was used. Very good summary o# points in written and graphic #orm.

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C2%5"$ (2%9 'rie# conclusion on the importance o# making connections to bring about relational understanding #or e##ective teaching; learning o# elementary mathematics. O'&a%( a)(2%9 *:ormat% 3riting o# report+

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<o conclusion provided.

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<o clear conclusion given2 (brupt end to piece o# writing.

2
3eak conclusion. poor wrapping;up.

3
4lear conclusion written.

4
Very clear. coherent and apt conclusion written.

Ma; Ma'.
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<o attempt at organising piece o# work observed.

8isjointed piece o# writing submitted. Anable to link suggestions to the key points highlighted.

5oor representation o# ideas in report submitted. Bapha"ard%weak attempt to link some suggestions to the key points highlighted.

4lear and systematic representation o# ideas noted in report. (ble to link most suggestions to the key points highlighted.

4reative and interesting representation o# ideas noted in report. (ble to link all the suggestions to the key points highlighted.

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TOTAL MARKS

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TEACHING OF ELEMENTARY MATHEMATICS PART 1>HBMT2103

,<0 R!=!'!%5! 4athcart. 3. ?.. 5othier. 6. M.. Vance. J. B. (nd 'e"uk. <. ,. *2CC)+. earning mathematics in elementary and middle schools 7 a learner;centered approach. &th edition. Apper ,addle 9iver7 5earson 5rentice Ball. Ministry o# !ducation *2CC3+. =ntegrated curriculum #or primary schools. 4urriculum speci#ications. Mathematics year two. >uala umpur7 4urriculum 8evelopment 4entre. Malaysia. /rton. (. *1002+. earning mathematics7 issues. theory and classroom practice. 2nd ed. ondon7 4assell. 9eys. et. al *2CC&+. Belping children learn mathematics in elementary and middle schools. ( learner;centered approach. &th ed. A,(7 John 3iley D ,ons. =nc.

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PENILAIAN / E5A-UATION Tugasan ini akan menyumbangkan 40> markah kepada kursus tersebut dan akan dinilai berdasarkan kepada R$1'(. a)a$ S.!*a Ja6a+a%< % This assignment accounts for 1%6 of the mar's for the course mentioned and shall "e assessed "ased on !h R+0ri*s or Ans' r S*h m . (nda akan dimaklumkan tentang markah tugasan ini sebelum 5eperiksaan (khir ,emester bermula / #ou would "e informed of the assignment mar' "efore the *inal (emester !+amination commences. PLAGIARISME 9 POTONGAN MARKAH / 7-AGIARISM 8 MAR9S DEDUCTION A*a'a% 9 Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika plagiarisme dikesan. markah akan dipotong seperti berikut7 % :arning8 The submitted assignment will automatically undergo a similarity chec'. ,f plagiarism is detected- mar's would "e deducted as follows. Tugasan dengan pertindihan kandungan antara 10 ? 30 E 7 potongan 20> daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan antara 31 ? ,0 E 7 potongan &0> daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan lebih daripada ,0>7 Ma'.ah (=a' akan diberikan. Assignments with 1% ; &% 6 o/ rla" with others. #%6 deduction from the total mar's scored. Assignments with 31 ? ,0 6 o/ rla" with others. 1%6 deduction from the total mar's scored. Assignments with mor !han $%6 o/ rla" with others8 < ro mar= would "e given.

MUKA SURAT TAMAT / END O, 7AGE