FACULTY OF EDUCATION

BACHELOR OF SCIENCE EDUCATION (HONS.) MATHEMATICS

EDU555
CURRICULUM AND INSTRUCTION

Math Workshop
(Course Design Project)

Submitted to
DR. AHMAD ZULFADHLI KHAIRUDDIN

Submitted by

AZIZAN BIN ABDUL RAZAK 2021477108

MUHAMMAD AZIM HAKIMI BIN MOHD NOOR 2021829474

MUHAMMAD AZFAR AZIM BIN MUHAMAD ARIFIN 2021601122

MUHAMMAD HARIS BIN AFFANDY 2021823288

MUHAMMAD ZAKWAN BIN MOHD ZAIDI 2021897904

Date of Submission
16 July 2023

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 TABLE OF CONTENTS
I. EXECUTIVE SUMMARY. .................................................................................................. 4

II. CONSULTANT/ORGANISATION’S PROFILE........................................................... 9

1.0 INTRODUCTION................................................................................................................. 10

2.0 JUSTIFICATIONS FOR OFFERING THE PROGRAM ................................................ 11

2.1 Most students choose Additional Mathematics as the most killer paper in every
examination. ............................................................................................................................. 11

2.2 Lack of skills in problem solving questions. ................................................................... 11

2.3 Lack of basics..................................................................................................................... 12

3.0 NEED ANALYSIS ................................................................................................................ 13

3.1 Personal Background ........................................................................................................ 13

3.2 Form 4 Mathematics Curriculum: Functions ................................................................ 15

3.3 Detailed analysis Form 5 Mathematics Curriculum: Differentiation .......................... 16

3.4 Detailed analysis for Form 5 Mathematics curriculum: Integration ........................... 17

4.0 THE CURRICULUM ........................................................................................................... 19

4.1 Aim of the program. .......................................................................................................... 19

4.2 Objective of the Program. ................................................................................................ 19

4.3 Program Learning Outcomes........................................................................................... 19

4.4 Structure of the program.................................................................................................. 20

4.5 Courses/Syllabus of the program ..................................................................................... 20

Session 1 - Function Fundamentals .................................................................................... 20

Session 2 - Differentiation X-Pertise ................................................................................... 22

Session 3 - The Integration Lab).......................................................................................... 24

4.6 PROGRAM EVALUATION............................................................................................ 26

5.0 ADMINISTRATION ............................................................................................................ 28

5.1 Course schedule ................................................................................................................. 28

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 5.2 Venue .................................................................................................................................. 29

5.3 Facilities.............................................................................................................................. 30

5.4 Speakers/Facilitators......................................................................................................... 30

5.5 Financial Implication ........................................................................................................ 30

6.0 CONCLUSION ..................................................................................................................... 32

REFERENCES............................................................................................................................ 33

APPENDIX I ............................................................................................................................... 34

APPENDIX 2 ............................................................................................................................... 43

APPENDIX 3 ............................................................................................................................... 45

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I. EXECUTIVE SUMMARY.

A group of future Mathematics teachers from the Faculty of

Education, UiTM Puncak Alam. The organization's members
are as follows:
1. Muhammad Haris Bin Affandy
1. ORGANISATION
2. Muhammad Azfar Azim Bin Muhamad Arifin
3. Azizan Bin Abdul Razak
4. Muhammad Azim Hakimi Bin Mohd Noor
5. Muhammad Zakwan Bin Mohd Zaidi

NAME OF THE
2. MATH WORKSHOP
PROGRAM

All form 5 students from Sekolah Menengah Kebangsaan

3. TARGET GROUP
Saujana Utama.

4. DURATION 9.5 hours from 7.00 a.m until 4.30 p.m.

1. Most students choose Additional Mathematics as the

most killer paper in every examination. As stated in The
Star Online on 19 November 2019, questions for the Sijil
Pelajaran Malaysia (SPM) were so tough that they left
some of the students in tears after sitting the paper. Even
JUSTIFICATION FOR teachers are struggling to answer the questions.
5. OFFERING THE
PROGRAM 2. Lack of skills in problem solving questions. Problem
solving is a very important aspect in mathematics
learning and development processes (Alamsyah, 2019).
Lacking these skills makes it difficult for students to
achieve better understanding in mathematics which will
hinder their progress to solve more complex problems.

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 3. Lack of basics. A common misconception about math is
that it requires raw intellectual talent or “brilliance”.
Only students who possess this sort of brilliance are
assumed to be capable of success in math-related
subjects (Andre, 2018).

1. To enhance the solving skills of students on some

chapters from Additional Mathematics subject in form 4
and form 5 syllabus contained in Paper 2 SPM.
Form 4 syllabus:
● Chapter 1 - Functions
Form 5 syllabus:
● Chapter 2 - Differentiation
AIM OF THE ● Chapter 3 – Integration
6.
PROGRAM
2. To make sure students can answer specific questions
from the syllabus by using solving techniques that we
will teach.

3. To improve their understanding of basic concepts of

additional mathematics so that they do not leave the
answer section with blank space.

- Students should be able to answer additional

mathematics questions regardless of the difficulty.
- Students should be able to understand the main concept
PROGRAM
of the chapter that they will learn in the program.
7. LEARNING
- Students should be able to grasp the approach to solving
OUTCOME
the problem such that there are no unanswered
questions.
- Students should be able to get at least one mark on each

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 question on the exam paper.
- Students should be able to feel calm when they get a
question and formulate an effective strategy to solve the
given question.

Link for Need Analysis

https://forms.gle/7MYZrHPb9qAxvWrW8

RESULTS OF NEED
8. Link for Feedback of the program
ANALYSIS
https://forms.gle/yXF3Mc6j62p8REbJ7

This program will be 3 major sessions with a tentative schedule

of 9.5 hours. This program is conducted based on the tentative
below:

7.00 a.m
- The arrival of facilitators from UiTM Puncak Alam at
Sekolah Menengah Kebangsaan Saujana Utama.
7.30 a.m - 8.00 a.m
STRUCTURE OF THE - The arrival and registration of participants at Dewan
9.
CURRICULUM Gemilang Saujana (Main Hall)
8.00 a.m - 8.30 a.m
- Participants-Breakfast distribution at school canteen
- Facilitators-Breakfast distribution at Dewan Gemilang
Saujana
8.30 a.m - 9.00 a.m
- Participants gather at Dewan Gemilang Saujana
- Azfar Azim (Facilitators) gives their speech as the
opening.

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 9.00 a.m - 9.30 a.m
- Ice-Breaking session
9.30 a.m - 10.30 a.m
- Session 1 - Form 4 Chapter 1 (Functions)
10.30 a.m - 11.30 a.m
- Activity 1
11.30 a.m - 12.30 a.m
- Session 2 - Form 5 Chapter 2 (Differentiation)
12.30 a.m - 1.30 p.m
- Activity 2
1.30 p.m -2.30 p.m
- 1-hour break for lunch and Zuhur prayer
- Participants, facilitators, and speaker lunch distribution
at the hall
2.30 p.m - 3.30 p.m
- Session 3 - Form 5 Chapter 3 (Integration)
3.30 p.m - 4.30 p.m
- Activity 3
4.30 p.m
- Dinner distribution at the school canteen
- The program ends

Implications on staff:
1. Staff will learn how to conduct and organize a program.
2. Staff will gain experience and lessons on how to handle
IMPLICATIONS ON students firsthand in teaching and learning experience.
10. STAFF AND/OR 3. Staff will be able to increase soft skills such as
FACILITIES communication skills, leadership, and confidence.

Implications on facilities:
1. All facilities that are required for the program can be

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 obtained from Dewan Gemilang Saujana.
2. Bus.

In conclusion, we humbly expect positive feedback and

approval from superiors to approve this program to help SPM
students to improve their problem-solving skills and boost their
11. CONCLUSION self-confidence in facing additional mathematics examinations
during SPM. SPM students who participate in this program will
be ensured to achieve the learning outcomes stated and they
will be able to reduce the stress they face indirectly.

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 II. CONSULTANT/ORGANISATION’S PROFILE.

This program is being conducted by five students from Bachelor of Science Education (Hons.)
Mathematics, MARA University of Technology (UiTM) Puncak Alam. This project is conducted
as a requirement under the subject of Curriculum and Instruction (EDU555) under the supervision
of Dr Ahmad Zulfadhli Khairuddin

Vision
The vision of our program is:

‘To assist all students in developing a positive identity as an additional mathematics learner and
seeing themselves as mathematically skilled.’
We believe students' success in additional mathematics has often been viewed as an important
indicator of career success. Therefore, gaining an understanding of additional mathematics is a
must to acquire information, ideas, and skills.

Mission

The mission of our program is:

‘To create student’s passion for learning by carrying several teaching and learning
activities in additional mathematics.’ Many activities have been developed
throughout the course of our program that include multiple learning styles and can
cater to all the participants' learning styles. This is to ensure that they are adaptable
in applying knowledge from our program, which emphasizes the importance of
comprehending each topic.
Members of Organization
Committee members responsible for this organization are as follows:
1. Muhammad Haris Bin Affandy
2. Muhammad Azfar Azim Bin Muhamad Arifin
3. Azizan Bin Abdul Razak
4. Muhammad Azim Hakimi Bin Mohd Noor
5. Muhammad Zakwan Bin Mohd Zaidi

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1.0 INTRODUCTION

Math Workshop is a program organized by Phithorn that consists of 5 future Mathematics

teachers from the Faculty of Education, UiTM Puncak Alam. This program focuses on all form 5
students from Sekolah Menengah Kebangsaan Saujana Utama. This program will be held in
Dewan Gemilang Saujana, SMK Saujana Utama, on 28th June 2023, and it is only a one-day
program.
Phithorn was motivated to develop a solution to enhance students' comprehension of
fundamental mathematical ideas to prevent them from leaving blank spots in the answer section.
The program's aim was discussed among the lecturers and committee members of Phithorn and as
a result, we came up with this program.
Our analysis indicates that the curriculum that the Ministry of Education has implemented
now is far more challenging than it was in the past. Consequently, many students need to fill in the
answers section because they need more knowledge to respond to the questions. Students need to
jot down their fundamental ideas to get some points. We also discovered that most students need
help with the methods for responding to the questions, which makes things worse for them and
prevents them from succeeding in additional mathematics by earning good grades.
Throughout this program, we aim to enhance students' particular problem-solving skills on
some chapters from Additional Mathematics subject in form 4 and form 5 syllabus contained in
Paper 2 SPM. The chapters that our team will cover in this program are Functions, in chapter 1,
form 4; Differentiations, contained in chapter 2, form 5 and Integration, in chapter 3, form 5. This
program will be 3 significant sessions with a tentative schedule of 9.5 hours and will be led by Sir
Nurul Akmal Bin Md Nasir and Phithorn’s members.

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2.0 JUSTIFICATIONS FOR OFFERING THE PROGRAM

2.1 Most students choose Additional Mathematics as the most killer paper in every
examination.
As stated in The Star Online on 19 November 2019, questions for the Sijil Pelajaran
Malaysia (SPM) were so tough that they left some of the students in tears after sitting the paper.
Even teachers are struggling to answer the questions. Additional Mathematics is often considered
a challenging subject by many students, and it is known to be demanding in terms of logical
reasoning and problem-solving skills. It is a common perception among students, teachers, and
educators that Additional Mathematics is considered one of the more difficult papers in the SPM
examination. One possible reason for this perception is the higher level of complexity in Additional
Mathematics compared to other subjects. It involves topics such as calculus, vectors, matrices, and
complex numbers, which require a solid understanding of mathematical concepts and the ability
to apply them to solve complex problems. This program will help the students to boost their
understanding of the concept in each chapter that is usually deemed as the core of Additional
Mathematics subject.

2.2 Lack of skills in problem solving questions.

Problem solving is a very important aspect in mathematics learning and development
processes (Alamsyah, 2019). Lacking these skills makes it difficult for students to achieve better
understanding in mathematics which will hinder their progress to solve more complex problems.
The Malaysian education system introduced the concept of higher-order thinking skills (HOTS)
starting from the year 2012 (Zakiah, 2020). The studies show that the questions asked are more
complex and the problems given to the students have been getting harder. Without problem solving
skills to tackle the complex questions, students will not be able to answer the questions just by
remembering the formula without understanding and skills to solve the HOTS questions. In this
program, one will learn how to tackle the HOTS questions by implementing the problem-solving
skills that will be learned throughout this program. Providing students with opportunities to engage
in problem solving tasks, encouraging collaboration and discussion, and promoting a growth
mindset can help develop their problem-solving abilities. The students will mostly be able to
deepen their understanding of mathematical problems and learn how to solve problem-solving
questions with ease.

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2.3 Lack of basics.
A common misconception about math is that it requires raw intellectual talent or
“brilliance”. Only students who possess this sort of brilliance are assumed to be capable of success
in math-related subjects (Andre, 2018). This typical myth we always hear when someone gets a
low score in a mathematical subject. The most typical thing is whether they are a ‘math person’ or
not. This myth affects the students’ motivation to learn mathematics. The truth is all students can
be great at learning mathematics. Different people need different approaches to understand a
subject. A student’s learning style varies from one style to another depending on the student's
individual preferences (Husna, 2023). This program allows students to deepen their understanding
by learning the easiest way and compact information given during the programs.

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3.0 NEED ANALYSIS
All participants' needs and expectations must be met for a program to be successful. To
find out what participants desire from a program that would prepare them for future job conditions,
program organizers must undertake research and surveys. As a result, we used the Google Forms
platform to build a need analysis that includes questions that will help the program's administrators
run an event that will largely satisfy participants' demands.
Our Google Form needs analysis and is divided into four sections. The first is a personal
background section, and the second is a detailed analysis of the Form 4 Mathematics Curriculum
which functions. The third section covers a detailed analysis of the Form 5 Mathematics
Curriculum which is differentiation, and the final section covers a detailed analysis of the Form 5
Mathematics Curriculum which is integration. We then shared our requirement analysis with
WhatsApp groups for Form 5 students so they could readily react to the Google Form link, which
helped us swiftly reach the necessary number of respondents.

3.1 Personal Background

Figure 1

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 Figure 2
From Figure 1, we can conclude that there are 30 student respondents, 15 men and 15
women. There are 10% or 3 students who get marks below 40 in their trial SPM, but most of them
receive 60 marks or higher.

Figure 3
Most of the students prefer to work individually rather than work in groups but there are
also some students that prefer both depending on the situation.

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 Figure 4

We develop inquiries to gauge their comprehension of each topic covered in the program.
For all chapters that have been covered in this program which are Functions, Differentiation, and
Integration, most students find it a little challenging, but with some assistance from others, they
can manage it. There is also a minority of students that are fine most of the time except when
things get difficult in Functions. For the Differentiation and Integration topic, the least student
respondent needs help answering the question related to this topic because it's way too challenging.
We kind of expect this because these 2 topics are critical and will be used in further studies at the
universities.

3.2 Form 4 Mathematics Curriculum: Functions

Figure 5

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 In terms of functions, for our first until the fourth question, most respondents are neutral in
being able to explain functions using graphical representations and notations, determine the
domain and range of a function, determine the image of a function when the object is given, and
vice versa. These four questions are the basis of this topic but still, the respondent has mixed
feelings about their ability to understand this. This program will focus on the students to grasp the
understanding of this subtopic which they will for sure have the requirement to excel in other
subtopics in this topic functions. For the fifth and sixth questions, most of the students agree about
their ability to determine the composite functions and the image of composite functions given the
object and vice versa. By this, a lot of them have understood half of the composite functions
subtopic which we may explain briefly to save time and focus on others. For the seventh question,
most of them are neutral about determining a related function given a composite function and
another function, and in the eighth question, most students are neutral and agree with the ability to
solve problems involving composite functions. This shows that there are few students who struggle
with composite functions which we will let our speaker, Sir Nurul Akmal Bin Md Nasir know and
take action to settle this problem. For questions nine and ten, the respondent agrees to be able to
describe the inverse of a function and make and verify conjectures related to properties of inverse
functions.

3.3 Detailed analysis Form 5 Mathematics Curriculum: Differentiation

Figure 6

Regarding differentiation, our first until the fifth question is a basic understanding of the
differentiation survey which is determining the value of the limit of a function when its variable
approaches zero, the first derivative of a function f(x) by using the first principle, derive the
formula of first derivative inductively for the function y=ax^n, the first derivative of an algebraic
function and composite function. To make sure everyone has a strong understanding of derivatives,
we must pay attention to those who disagree with this question. Additionally, we discovered that

16
there are a lot of students who disagree with these five questions which will be noted and noticed
by the speaker before the start of the program. Then for the sixth question, a lot of students agree
on being able to determine the first derivative of a function using the product and quotient rules of
algebraic expressions. Still, in the seventh question which is determining the second derivative of
an algebraic function, there are a lot of respondents who disagree and are neutral which is a sign
of mixed feelings at being able to determine the second derivative of an algebraic question. We
must be alert and concentrate more on this part to help the students in the program.
Then, from questions eight to ten, the result shows that most of the students are having
neutral and disagreeing responses toward their ability to determine the equation of tangent and
normal to a curve at a point and solving problems involving tangent and normal. This noted that
most of them know the basics which is to interpret the gradient of tangent to a curve at different
points but need some assistance to understand more on this topic. After that, from question eleven
until the last question, which is sixteen, the most disagree response is from question twelve which
is solving problems involving maximum and minimum values and interpreting the solutions,
question thirteen which determines rates of change for related quantities, and fifteen which is
interpreting and determine small changes and approximations of certain quantities. These three
subtopics are important for students because they are quite direct, and students must score on a
question that is related to these subtopics.

3.4 Detailed analysis for Form 5 Mathematics curriculum: Integration

Figure 7

Based on Figure 7 above, we can see that most respondents from questions 1 until 3 have
a lot of disagree and neutral responses toward explaining the relation between differentiation and

17
integration, determining indefinite integral for algebraic functions, and determining indefinite
integral for functions in the form of (ax+b) ^n. This is crucial because it indicates that most of the
respondents are not familiar with the fundamentals of this topic. Thus, before explaining further
about this topic, the speakers will keep asking and questioning the students regarding this subtopic.
On questions 4 until 6, the response is quite balanced and mostly neutral with being able to
determine the equation of a curve from its gradient function, explaining the relation between the
limit of the sum of areas of rectangles and the area under a curve and determining the area of a
region. Finally in questions 7 through 9, most responses go to neutral and agree on being able to
explain the relation between the limits of the sum of volumes of cylinders and the generated
volume by revolving a region on the x-axis or y-axis and solving integration problems.

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4.0 THE CURRICULUM

4.1 Aim of the program.

1. To enhance the solving skills of student(s) on three (3) mains chapters from the Additional
Mathematics subject in form 4 and form 5 syllabus that frequently appears in Sijil Pelajaran
Malaysia (SPM) Additional Mathematics paper.
a. Form 4 – Chapter 1 (Functions)
b. Form 5 – Chapter 2 (Differentiation)
c. Form 5 – Chapter 3 (Integration)
2. To ensure that students can complete tasks from the curriculum utilizing the problem-
solving methods we will teach.
3. To increase their understanding of the fundamental ideas in additional mathematics
subjects so that they do not leave a blank spot in the answer section.

4.2 Objective of the Program.

The objectives of this program are as stated below:

1. Given questions in Kahoot! 1, students should be able to understand and be able to answer
each of the questions on (domain and range) and (inverse function).
2. Given questions in Kahoot! 2, students should be able to understand and be able to answer
each of the questions on (first derivative function), (second-degree differentiation), and
(gradient of the tangent to a curve at normal).
3. Given questions in Kahoot! 3, students should be able to understand and be able to answer
each of the questions on (definite integral) and (area and volume under a functions)

4.3 Program Learning Outcomes.

By the end of this program, the participants of our program would be able to:

1. Solve questions regardless of the difficulties.

2. Understand the main concept of the chapter that has been taught during the program.
3. Develop techniques to approach and solve questions in additional mathematics papers.
4. Not leaving questions unanswered to get as many marks as possible.

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 5. Feel calm when they get a question and formulate an effective strategy to solve the given
question.

4.4 Structure of the program.

Three sessions will be held for this program. Each session will focus on one of the three topics
starting from Functions, Differentiation, and then Integration. The speaker will instruct, go over
the SPM questions, and demonstrate to the participant how to correctly answer each question and
how to get the full mark.

Session 1 - Function Fundamentals

● Form 4 - Chapter 1 (Functions)

Session 2 - Differentiation X-Pertise

● Form 5 - Chapter 2 (Differentiation)

Session 3 - The Integration Lab

● Form 5 – Chapter 3 (Integration)

4.5 Courses/Syllabus of the program

Session 1 - Function Fundamentals

● Synopsis of the course

For the Function Fundamental session, it will focus on Function (form 4 - chapter 1)
syllabus. This session will be held for 1 hour, from 9.30 a.m. to 10.30 a.m. The conductor for this
session will be led by our main speaker, Sir Nurul Akmal Bin MD Nasir and will be helped with
a few facilitators. The facilitators will give the instruction and go over the specifics of the activity
before it begins. The participants have a total of 5 minutes to form their groups, which they must
do in pairs. For this session, the main learning process will be held as an interactive seminar/talk,
where the students will work and solve the given examples that will be shown in the slides while
learning and interacting with our speaker. Following an explanation of the essential strategies for

20
answering SPM questions on the subject, Sir Nurul Akmal will guide the students through how to
score the subject. All participants will receive links to their first quizzes at the conclusion of the
course, which they will complete along with a brief formative evaluation of the course.

● Instructional materials

Slides, a projector, and our PA system will be the primary teaching tools for this session.
Our slides, which contain the lesson's examples and problem-solving strategies as well as the QR
code for Quizizz, must be projected using the projector. Additionally, the PA system will be used
throughout the entire course and program.

● Method of delivering the course

This course will be delivered in the format of a seminar or talk. Sir Akmal will lecture
about the subject while interacting with the audience, answering questions, and aiding if necessary.
While helping our speaker with any problems, facilitators will be circulating the room to watch
and assist attendees.

● Learning objective

General objectives: Students should be able to “pinpoint” Function problems and apply appropriate
solving techniques to score some marks.

Specific objectives: Given four questions on Function, students should be able to solve them using
the solving techniques that have been taught by the speaker, with at least two of those questions
answered correctly.

● Learning outcomes

Our expectations for the participants from this activity are that they will be able to recall
their understanding of Functions and be able to use appropriate problem-solving techniques to
ensure that they receive a few to full marks for their SPM Mathematics paper.

● Formative evaluation

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 'Play with Math' is the name of the evaluation we will be using for this course. Kahoot!
will be used for this evaluation, and the students will receive the link and QR code at the conclusion
of the course. Our facilitators will lead this section and give the students a brief introduction before
instructing and explaining to scan or enter the provided link to continue with the evaluation. Before
moving on to the next itinerary, each student must complete this evaluation, which is an individual
task.

Session 2 - Differentiation X-Pertise

● Synopsis of the course

The Differentiation X-Pertise is the second course in this program. This session will last
for one hour from 10.30 to 11.30 a.m. A speaker will guide the discussion during this time slot by
outlining the essential elements of Differentiation, including their various types, how to use them
to solve problems, and how to use them to respond to questions requiring high order thinking skills
(HOTS). After the speaker has finished explaining, the facilitators will take control of the session
and administer the quiz. Four A4 papers with the letters A, B, C, and D written on them will be
given to each group of three students. The questions in the quiz will be projected on the LCD.
After the time for each question runs out, each group 17 must pick up the paper containing letters
A, B, C, and D. Each group must get a certain mark to see how well they comprehend the topic
being covered.

● Instructional materials

A computer, an LCD projector, and microphones are all included in the course supplies.
The speaker uses these devices to present his material. On the LCD projector, all the prepared
materials will be displayed, and the speaker will use the projector to show how to solve a problem.
The QR code for the Kahoot! session will also be displayed on the projector. Four A4 sheets of
paper will also be provided to the students for the quizzes. The modules that were given to the
students at the program's beginning will also be used in this session.

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 ● Method of delivering the course

A live instructor will be used to deliver the course. In front of the audience, Sir Akmal, our
speaker, will provide a presentation on the subject using slides and an LCD projector. To help
students comprehend the material being covered, examples and solutions will be incorporated into
each explanation. While Sir Akmal is lecturing, the facilitator will serve as an observer and will
assist any student who is having trouble understanding the material.

● Learning objective

General objectives: Students should be able to explain the first derivative function, second-degree
differentiation, and solve the gradient of the tangent to a curve at normal questions.

Specific objectives: Given five different questions, students should be able to solve at least three
differentiation questions using the method that has been taught by the speaker.

● Learning outcomes

From this activity, we want our participants to be able to solve questions, especially HOTS
questions, using the right steps and methods. In this activity, students must plan an efficient method
for tackling the quiz question to successfully complete it and get a decent mark.

● Formative evaluation

Our evaluation for this course is called ‘Math explorer’. We'll be using a word wall
application for this evaluation. The LCD will be used to project the question. The facilitators will
split the students into groups of three and provide each group with four A4 sheets with the letters
A, B, C, and D printed on them. Each group is required to pick up a piece of paper with the letters
A, B, C, and D when the allotted time for each question has passed. Each group in this evaluation
task must get a certain score to demonstrate that they comprehend the subject.

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Session 3 - The Integration Lab)

● Synopsis of the course

The session is scheduled from 12:30 p.m. to 1:30 p.m. for one hour. Sir Akmal will
specifically conduct this activity. The students will be split up into different groups and play a
treasure hunt game with three missions that must be completed to receive the prize. The group
with the most stars at the end of the program will be crowned the winner. Once the participants
have already finished their mission at one station, they will be rewarded with stars based on their
achievements.

For the first mission, the participants will have to find a circle object around them. After
that, they need to answer the question given by the facilitator. The facilitators will briefly give the
instruction to the participants. As for the second mission, the participants will be answering a
simple quiz together with their group mates. One person from the group will be given a paper
consisting of questions regarding Integration. Then, the other participants need to discuss the
question together and write the answer on the paper. For the last mission, students need to find the
one mathematical question that has been posted on the wall around the school and answer it
together with groupmates. Each group needs to choose two people from their group and the person
chosen needs to find the paper pasted that has their group’s number on it. After that, they need to
bring the question back to their groupmate and they need to write their answer on the mahjong
paper and present it to the facilitator.

● Instructional materials

For the first mission, the instructional materials included are paper and pencil that are being
used to answer the question. The instruction for the activity is given verbally by the facilitator.
This activity is to test the participant’s ability to identify the correct formula to be used to solve a
question. In the second mission, the instructional materials that are used are papers for the written
question related to integration. There are also pens and extra paper being used for the students to
answer the question. The facilitator is going to verbally give the instruction for the activity to the
participants. As for the last mission, the instructional materials that are used are mahjong paper,
marker pen, and paper consisting of one mathematics question. The instruction will be given

24
verbally by the facilitator. The activity is to test the participants’ ability to demonstrate how they
answer the mathematics question.

● Method of delivering the course

For the first mission, the instructional materials included are paper and pencil that are being
used to answer the question. The instruction for the activity is given verbally by the facilitator.
This activity is to test the participant’s ability to identify the correct formula to be used to solve a
question. In the second mission, the instructional materials that are used are papers for the written
question related to Integration. There are also pens and extra paper being used for the students to
answer the question. The facilitator is going to verbally give the instruction for the activity to the
participants. As for the last mission, the instructional materials that are used are mahjong paper,
marker pen, and paper consisting of one mathematics question.

● Learning objective

All three missions under the activity of ‘The Integration Lab’ are being delivered through
face-to-face interactions. There are two interactions that are happening which are the interaction
between the facilitator and participants which happens when the instruction is delivered and
between participants and participants which they discussed together to finish the mission. All the
instructions and demonstrations will be done by the facilitators.

● Learning outcomes

As for the first mission, participants are expected to apply their knowledge about
integration to this challenge. The participants need to be able to understand which formula they
need to use to answer the question given by the facilitator. In the second mission, participants are
expected to demonstrate their skills by solving the question given. For the last mission, students
are expected to demonstrate their teamwork spirit by trusting their groupmates. They also need to
discuss together to solve the question. The participants need to be able to describe and explain to
the facilitator how they answer the question.

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 ● Formative evaluation

This program also includes some evaluation. We evaluate the students at the second session
where we have an exploration race and treasure hunt game session in a group. It is called the
‘Megamind’. In this section, we will divide the students into groups where they can work together
to answer some questions. In this section also, we will have some checkpoints and answer a
question regarding mathematics to move to the next checkpoint. The facilitator from us will
evaluate their thinking skills, group cooperation, time-solving, and many more. This will help them
improve their ability in thinking skills and their confidence in giving the answer. The result from
this running math session can be seen through the participants’ scores of answers that they got
during the explore race. The group that got the highest mark will be rewarded at the end of the
program.

4.6 PROGRAM EVALUATION

The assessments used in this program come from all different kinds of tests that program
facilitators administer. The initial assessment is titled ‘The Function Fundamentals’. The
participants have a total of 5 minutes to form their groups, which they must do in pairs. For this
session, the main learning process will be held as an interactive seminar/talk, where the students
will work and solve the given examples that will be shown in the slides while learning and
interacting with our speaker. Following an explanation of the essential strategies for answering
SPM questions on the subject, Sir Nurul Akmal will guide the students through how to score the
subject. All participants will receive links to their first quizzes at the conclusion of the course,
which they will complete along with a brief formative evaluation of the course.

The second assessment is known as ‘Differentiation X-Pertise’. After the speaker has
finished explaining, the facilitators will take control of the session and administer the quiz. Four
A4 papers with the letters A, B, C, and D written on them will be given to each group of three
students. The questions in the quiz will be projected on the LCD. After the time for each question
runs out, each group 17 must pick up the paper containing letters A, B, C, and D. Each group must
get a certain mark to see how well they comprehend the topic being covered.

26
 Finally, there is the ‘The Integration Lab’ evaluation. The students will be split up into
different groups and play a treasure hunt game with three missions that must be completed to
receive the prize. The group with the most stars at the end of the program will be crowned the
winner. Once the participants have already finished their mission at one station, they will be
rewarded with stars based on their achievements.

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5.0 ADMINISTRATION

5.1 Course schedule

“MATH WORKSHOP” will be carried out at SMK Saujana Utama. It will be a whole day-program
from 7.00 a.m. until 4.30 p.m. on that day. This program involves 30 SPM students to increase
knowledge in each topic that will be made in this program. The tentative of the program is as
follows:

TIME ACTIVITIES

● The arrival of facilitators from UiTM Puncak

7.00 A.M.
Alam at SMK Saujana Utama.

● The arrival and registration of participants at

7.30 A.M. – 8.00 A.M.
Dewan Gemilang Saujana (main hall).

● Participants-Breakfast distribution at school

canteen.
8.00 A.M. – 8.30 A.M.
● Facilitators-Breakfast at Dewan Gemilang
Saujana.

● Participants gather at Dewan Gemilang Saujana.

8.30 A.M. – 9.00 A.M. ● Azfar Azim, (Facilitator) gives their speech as the
opening.

9.00 A.M. – 9.30 A.M. ● Ice-breaking session.

Session 1 – Function Fundamentals

9.30 A.M. – 10.30 A.M.
● Form 4 - Chapter 1 (Functions)

10.30 P.M. – 11.30 A.M. Activity 1 – KAHOOT! 1

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 ● Answer each of the questions on (domain and
range) and (inverse function).

Session 2 – Differentiation X-Pertise

11.30 A.M. – 12.30 P.M.
● Form 5 - Chapter 2 (Differentiation)

Activity 2 – KAHOOT! 2

● Answer each of the questions on (first derivative

12.30 P.M. – 1.30 P.M.
function), (second-degree differentiation), and
(gradient of the tangent to a curve at normal).

● 1-hour break for lunch and Zuhur prayer.

1.30 P.M. – 2.30 P.M. ● Participants, facilitators, and speakers' lunch
distribution at the hall.

Session 3 – The Integration Lab

2.30 P.M. – 3.30 P.M.
● Form 5 – Chapter 3 (Integration)

Activity 3 – KAHOOT! 3

3.30 P.M. – 4.30 P.M. ● Answer each of the questions on (definite

integral) and (area and volume under a function).

● Dinner distribution at the school canteen

4.30 P.M.
● The program ends

5.2 Venue
This program will be conducted at SMK Saujana Utama. We decided to use the main school
hall to conduct most of our activities there as it manages to fit the large number of students and

29
facilitators there. The organizer thinks it is appropriate to use the resources the institution has to
offer, given that Dewan Gemilang Saujana is convenient and roomy enough to hold 30 students at
once. Additionally, this main hall makes it much simpler to organize this event in terms of
participant placement, meals, and other amenities that are required. Next, we also will use the
school canteen, the prayer room and toilet are located just outside the hall and are available for use
by participants, organizers, and guests during the program.

5.3 Facilities
The organizer chose Dewan Gemilang Saujana because it has many facilities that can be
used, and it is convenient. The most important facilities used during the program will be a speaker,
LCD projector, and microphones as the facilitators will give instructions to the students. The
school management also provides technical facilities such as audio systems. Besides, the other
facilities that we will use in this program are chairs, tables, and whiteboards. The school authorities
have confirmed that the school can provide the facilities.

5.4 Speakers/Facilitators
For this program, the organizers have decided to collaborate with Sir Akmal for session 1,
session 2, and session 3. He is one of the mathematics education lecturers in this UiTM. He is
known for using an engaging method of teaching mathematics that keeps students interested. Other
than that, we have decided to collaborate with him to get information on the students’ proficiency
levels before and during the program. Besides, there will be 10 facilitators including the high
committees. As Mathematic students in UiTM, we wanted to use all the knowledge and skills that
we have learned at university to contribute to the participants. We volunteered to help speakers in
the activity session.

5.5 Financial Implication

For this program, we would like to request assistance from the Faculty of Education in
obtaining funding. We are expecting to receive RM 1260 from the faculty In order to ensure that
this program is effectively run.

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NO. Items/Persons Unit x Price (RM) Total (RM)

1. Bus 1x300 300

2. Banner 1x75 75

3. Food & Beverages for participants

● Breakfast ● 30x4 ● 120

● Lunch ● 30x8 ● 240

4. Food & Beverages for facilitators

● Breakfast ● 10x4 ● 40
● Lunch ● 10x8 ● 80

5. Food & Beverages for speakers

● Breakfast ● 1x5 ● 5
● Lunch ● 1x10 ● 10

6. Guest speaker cost 1x250 250

7. Gift for speakers 1x20 20

8. Certificates for facilitators 10x3 30

9. Certificates for participants 30x3 90

TOTAL 1260

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6.0 CONCLUSION
In conclusion, “Math Workshop” would be a success that would help in need students to
deepen their understanding in Additional Mathematics subjects. This program can open students’
perspective towards Additional Mathematics as a subject that can be scored in SPM examinations
rather than a burden to achieve great results. With the focus of sharpening their skills in problem
solving, it is mandatory for the students to keep in mind that without practice there is no success
in achieving their goals. With days of planning, administrating, and making connections to ensure
the program runs smoothly, we hope the objective of the program can be achieved and be helpful
for every single participant in this program. In addition, the basics of Additional Mathematics must
be strengthened to achieve a higher understanding of this subject. Additional Mathematics is one
of the analytical mathematical concepts which requires students to think before deciding, by
reasoning to solve problems, and needs them to have a good level of conceptual understanding to
do the above task (Mahani, 2018). Lastly, our organizations hope that our program will gain
positive feedback from the students and teachers as it will encourage us to hold more event such
like this in the future.

32
REFERENCES

Abdullah, Abdul & Shin, Bomi & Abdul Kohar, Umar Haiyat & Farzeeha, Dayana & Abu
samah, Norazrena & Mohamad Ashari, Zakiah. (2020). A Comparative Study of
Teaching Problem-Solving in Mathematics Secondary Schools in Malaysia and South
Korea. 10.1109/TALE48000.2019.9226011.

Arshad, Mohamad & Atan, Noor & Abdullah, Abdul & Abu, Mohd & Mokhtar, Mahani. (2018).
Improving the Reasoning Skills of Students to Overcome Learning Difficulties in
Additional Mathematics: A Review.

Chestnut, Eleanor & Lei, Ryan & Leslie, Sarah-Jane & Cimpian, Andrei. (2018). The Myth That
Only Brilliant People Are Good at Math and Its Implications for Diversity. Education
Sciences. 8. 65. 10.3390/educsci8020065.

Lee Chonghui, C. C. S. G. (2019, November 19). Even teachers struggling with add maths exam
questions. The Star. https://www.thestar.com.my/news/nation/2019/11/19/even-teachers-
struggling-with-add-maths-exam-questions

Oyao, Imee & Lumapenet, Husna. (2023). Students' Learning Style Preferences and
Mathematical Achievements. International Journal Of Advance Research And Innovative
Ideas In Education. 9. 5004-5008.

Retno, Nengsih & Nurrahmah, Arfatin & Nur, Alamsyah. (2019). The Effect of Revised
Bloom’S Taxonomy on Mathematical Problem-Solving Skill. 10.2991/icesre-18.2019.31.

33
APPENDIX I
Need analysis responses (sample of questionnaire)

34
35
36
37
38
39
40
41
42
APPENDIX 2
Curriculum vitae of the speakers and facilitators of the program

Speaker 1. Sir Nurul Akmal Bin Md Nasir

Senior Lecturer
Department of Mathematics Education
nurulakmal@uitm.edu.my
019-3043619
BP1, Level 7, Bangunan FSK 1,5,
MARA University of Technology
(UiTM), 42300, Bandar Puncak Alam,
Selangor Darul Ehsan, Malaysia

Facilitator (Head Organiser) 2. Muhammad Haris Bin Affandy

Bachelor of Science Education (Hons.)
Mathematics
2021823288@student.uitm.edu.my
019-2544426

Facilitator (Head of Program Coordinator) 3. Azizan Bin Abdul Razak

Bachelor of Science Education (Hons.)
Mathematics
2021477108@student.uitm.edu.my
013-8576654

Facilitator (Venue and Design 4. Muhammad Azfar Azim Bin

Coordinator) Muhamad Arifin
Bachelor of Science Education (Hons.)
Mathematics
2021601122@student.uitm.edu.my
016-4781785

Facilitator (Registration and Logistic 5. Muhammad Azim Hakimi Bin Mohd

43
 Coordinator) Noor
Bachelor of Science Education (Hons.)
Mathematics
2021829474@student.uitm.edu.my
018-4000506

Facilitator (Program Coordinator) 6. Muhammad Zakwan Bin Mohd Zaidi

Bachelor of Science Education (Hons.)
Mathematics
2021897904@student.uitm.edu.my
011-61609128

The organizer of this program will also take part in the program as facilitator. The names of
facilitators are as follow:

1. Muhammad Haris Bin Affandy (Program Organiser) –Head Organiser

2. Azizan Bin Abdul Razak (Program Organiser) – Head of Program Coordinator

3. Muhammad Azfar Azim Bin Muhamad Arifin (Program Organiser) –Venue and Design
Coordinator

4. Muhammad Azim Hakimi Bin Mohd Noor (Program Organiser) – Registration and
Logistic Coordinator

5. Muhammad Zakwan Bin Mohd Zaidi (Program Organiser) –Program Coordinator

6. Akmal Zulfdahli Bin Azman – Facilitator

7. Ahmad Azwan Bin Ahmad Roslan – Facilitator

8. Muhammad Fahmi Bin Zaini – Facilitator

9. Nur Indah Binti Tahir – Facilitator

10. Nurul Azrina Binti Arjan – Facilitator

44
APPENDIX 3
(Sample of a questionnaire for the overall evaluation of the program)

45
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