ASSIGNMENT / TUGASAN

HBMT3103_V2
TEACHING OF ELEMENTARY MATHEMATICS PART III
JANUARY 2022 SEMESTER
___________________________________________________________________________

SPECIFIC INSTRUCTION / ARAHAN KHUSUS

1. Answer in Malay or English. /

Jawab dalam Bahasa Melayu atau Bahasa Inggeris.

2. Number of words: 2500 – 3000 words excluding references. /

Jumlah patah perkataan: 2500 – 3000 patah perkataan tidak termasuk rujukan.

3. Submit your assignment ONCE only in a ONE file. /

Hantar tugasan SEKALI sahaja dalam SATU fail.

4. Submit your assignment ONLINE. /

Tugasan ini dihantar secara ONLINE.

5. Submission date : 13th MARCH 2022.

Tarikh penghantaran : 13hb MAC 2022.

6. This assignment accounts for 60% of the total marks for the course. /
Tugasan ini menyumbang sebanyak 60% dari jumlah markah kursus.

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 ASSIGNMENT QUESTION

Part I- ESSAY WRITING (50%)

Teacher awareness of common errors and possible misconceptions associated with topics
learnt in primary mathematics is essential for effective mathematics instruction.

Collect information and summarise key points on children’s mathematical errors and
misconceptions with respect to the learning of measurement including Length, Area and
Perimeter, Mass, Volume of Liquid and Time, from various relevant sources (e.g.
mathematics journals, websites, samples of pupils’ work, texts, research articles etc.).

Distinguish between mathematical errors and misconceptions. Identify TWO common

errrors and TWO possible misconceptions associated with the learning of any topics covered
under measurement in the Malaysian primary mathematics curriculum.

Suggest possible causes for the errors and misconceptions identified. Discuss ways to
address and deal with children’s potential difficulties based on the errors and
misconceptions elaborated.
Submit a written report using a suitable format. References should be in APA Format.
Include relevant supporting documents, graphic organisers, illustrations, samples of pupils’
errors, etc. as Appendices in your report.

Part II - ONLINE PARTICIPATION (10%)

Discuss the following questions in the forum and submit proof of your participation in the
online discussions:

Discuss a suitable activity on how to teach:

i. Converting units of time
ii. Multiplication and division involving time.

[Total: 60 marks]

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 SOALAN TUGASAN

BAHAGIAN I – PENULISAN ESEI (50%)

Kesedaran guru mengenai kesilapan umum dan miskonsepsi yang mungkin berkaitan
dengan topik-topik yang dipelajari dalam matematik rendah adalah penting bagi
menghasilkan pengajaran matematik yang berkesan.

Dapatkan maklumat serta ringkaskan isi-isi penting tentang kesilapan dan miskonsepsi
matematik kanak-kanak berkaitan dengan pembelajaran bagi bidang Ukuran dan Sukatan
iaitu Panjang, Luas dan Perimeter, Jisim, Isipadu Cecair serta Masa daripada pelbagai
sumber yang relevan (contohnya: jurnal matematik, laman sesawang, sampel kerja murid,
teks, modul kursus, artikel penyelidikan dll.)

Bezakan antara kesilapan dan miskonsepsi matematk. Kenalpasti DUA kesilapan yang
umum dan DUA miskonsepsi yang mungkin berhubungan pembelajaran bagi sebarang topik
yang terangkum di bawah Ukuran dan Sukatan dalam Kurikulum Matematik Rendah
Malaysia.

Cadangkan sebab-sebab yang mungkin bagi kejadian kesilapan dan miskonsepsi yang
dikenalpasti. Bincangkan cara-cara demi menangani dan mengatasi bakal kesukaran
pembelajaran yang dihadapi oleh kanak-kanak berdasarkan kesilapan dan miskonsepsi yang
dihuraikan.

Serahkan suatu laporan bertulis dengan menggunakan format yang sesuai. Rujukan harus
dalam bentuk APA. Sertakan dokumen menyokong yang relevan, pengurusan grafik,
gambarajah, sampel kerja murid, pandangan rakan sejawat berpengalaman, dll. sebagai
Lampiran dalam laporan anda.

Bahagian II - PENYERTAAN DALAM TALIAN (10%)

Bincangkan soalan berikut dalam forum dan serahkan bukti penyertaan anda dalam
perbincangan dalam talian:

Bincangkan aktiviti yang sesuai tentang cara mengajar:

i. Menukar unit masa
ii. Pendaraban dan pembahagian yang melibatkan masa.

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 [Jumlah: 60 markah]

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 ATTACHMENT
ASSIGNMENT RUBRICS
HBMT3103_V2/ TEACHING OF ELEMENTARY MATHEMATICS PART III/ JANUARY 2022

PART I (50%)
Unsatisfactory/
Excellent/ Good/ Fair/ Poor/
Criteria/ Weight/ Tidak Max
*QN CLO Cemerlang Baik Sederhana Lemah
Kriteria Pemberat memuaskan Marks
4 3 2 1 0

1 Very clear introduction Clear introduction on Brief introduction on Poor introduction on No introduction
Introduction on the scenario of the scenario of the scenario of the scenario of given.
assignment given. assignment given. assignment given. assignment given.
Very clear explanation Clear explanation of Brief explanation of No mention of
of importance and importance of teacher importance of teacher importance of
implications of teacher awareness on awareness on teacher awareness
1 4
awareness on mathematical errors mathematical errors on mathematical
mathematical errors and misconceptions and misconceptions errors and
and misconceptions with respect to with respect to misconceptions with
with respect to effective mathematics effective mathematics respect to effective
effective mathematics instruction. instruction. mathematics
instruction. instruction.

1 1 Collection of 3 Clear evidence of Evidence of collection Evidence of collection Limited evidence of No evidence of 12
information on collection of of information on of information on collection of any collection of
children’s information on children’s children’s information on information on
mathematical children’s mathematical errors mathematical errors children’s children’s
errors and mathematical errors and misconceptions and misconceptions mathematical errors mathematical
misconceptions and misconceptions from three relevant from two relevant and misconceptions errors and
pertaining to the from four relevant sources. sources. from various misconceptions;
learning of sources. sources.
Measures from Clear summary of key Brief summary of key No summary
relevant sources points given. points done. Poor summary done. given
and summary of Comprehensive
key points summary of key points

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 given.

2 2 Explanation of 2 Very clear explanation Clear explanation on Brief explanation on Poor explanation on No explanation 8
difference on difference between difference between difference between difference between given.
between mathematical errors mathematical errors mathematical errors mathematical errors
mathematical and misconceptions and misconceptions and misconceptions and misconceptions
errors and given. given. given. given.
misconceptions

3 3 Illustration of 2 Two mathematical One/two One mathematical One mathematical No mathematical 8

mathematical errors and two mathematical error error and one error or one errors or
errors and misconceptions and one/two misconception misconception misconceptions
misconceptions identified from suitable misconception identified from identified for only identified.
identified for any topics under Measures identified from suitable topics under one topic under
topics selected suitable topics under Measures Measures.
with respect to Measures
Measures

4 3 Suggestions for Relevant suggestions Suggestions given for Suggestions given for One suggestion given No suggestions
causes of given for causes of the causes of the causes of the two for cause of one given.
mathematical two mathematical mathematical error mathematical errors error or one
errors and 2 errors and two and misconception or misconceptions misconception 8
misconceptions misconceptions illustrated. illustrated. illustrated.
illustrated illustrated above.

1 Discussion on 2.5 Detailed and clear Clear discussion on Discussion on two Brief mention on one No discussion on 10
ways to handle discussion on two ways two ways to handle ways to handle and way to handle and ways to handle
and deal with to handle and deal with and deal with deal with children’s deal with children’s and deal with
children’s children’s potential children’s potential potential difficulties potential difficulties potential
potential difficulties pertaining to difficulties pertaining pertaining to the based on the error difficulties based
difficulties the two mathematical to the mathematical errors or or misconception on errors and
pertaining to errors and two error and misconceptions illustrated above. misconceptions.
errors and misconceptions misconception illustrated above.

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 misconceptions illustrated for the two illustrated above.
illustrated. topics mentioned
above.

Total 12.5 50
*QN = Question Number

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INSTRUCTIONS ON HOW TO SUBMIT PROOF OF ONLINE CLASS PARTICIPATION (10%)
Do the following:
1. Select the best FIVE (5) postings from the forum discussion set up by your tutor.
2. Do screenshots of the postings and include them as images in your assignment.
3. The screenshots should be in image file (either in JPG or PNG format). Refer to the sample of Screen Grab
below
4. The screenshots should contain: Name, Title of the discussion, Day, Date and Time.

ARAHAN BAGI TATACARA PENGHANTARAN SEBAGAI BUKTI AKTIVITI ONLINE CLASS PARTICIPATION (10%)

Laksanakan perkara berikut:

1. Pilih LIMA (5) postings terbaik dari perbincangan dalam talian yang telah di sediakan oleh tutor
anda.
2. Laksanakan screen shot posting dan isikan dalam tugasan anda sebagai file imej.
3. Imej screen shot mesti dalam format imej (sama ada JPG atau PNG). Rujuk pada contoh screen
shot di bawah.
4. Screen shot mesti mengandungi: Nama, Tajuk Perbincangan, Hari, Tarikh dan Masa.

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5.

Marks for the forum will be given based on the following rubric:
Markah bagi perbincangan dalam talian diberi berdasarkan rubrik:

Unsatisfactory
Weight/ Excellent/ Good/ Fair/ Poor/
CLO Criteria/ / Tidak
QN Pembera Cemerlang Baik Sederhana Lemah Max marks
Kriteria memuaskan
t
4 3 2 1 0

Quality of Postings All five comments Four of the Three of the None of the No postings 10
are good, comments are comments are comments are given as proof
Kualiti Postings appropriate, good, appropriate, somewhat good and of participation
relevant, relevant, good, relevant. / in discussion
meaningful, and meaningful, and appropriat, Comments are
respectful respectful meaningful,and short responses Tiada Postings
respectful that are not diberi sebagai
Kelima-lima Empat substantial nor bukti
komen baik, komen baik, Tiga komen meaningful. penyertaan
sesuai, relevan, sesuai, relevan, baik, sesuai, Minimum effort dalam
1 3 2.5 bermakna dan bermakna dan relevan,bermak perbincangan
berhemah berhemah na dan Tiada komen
berhemah yang baik dan
relevan /
Komen hanya
respon yang
ringkas dan
tidak meluas
dan tidak
bermakna.Usah
a minimum

Total Marks/
2.5 10
Jumlah Markah

9/8