Matematik Major

Course Pro FormaProgram Ijazah Sarjana Muda Perguruan Dengan Kepujian

(Matematik Pendidikan Rendah)

Course Title Knowing Numbers (Mengenal Nombor)

Course Code MTE 3101

Credit 3(3+0)

Contact Hours

45 hours

Language Of Delivery

English

Prerequisite To Entry

Nil

Semester One/ Two

Learning Outcomes

1. Compare the development of various number systems

2. Generate one set of numbers to another set of numbers

3. Characterize natural, rational, irrational and real numbers

4. Perform fundamental operations on the various sets of numbers

5. Extend knowledge in number concepts through number recreation activities

6. Determine the modulus, argument and conjugate of a complex number

7. Convert complex number from coordinate form to polar form and vice versa

8. Apply number concepts in problem solving activities

Synopsis In this course students are exposed to the various numeration systems and also the elementary number theory. In addition, there is a further exploration into natural, rational, irrational and real numbers. The characteristics and theorems related to these sets of numbers will also be highlighted. Appreciation of Fibonacci Numbers and Golden Ratio in nature is emphasized. In the process, students will apply their knowledge of numbers in number recreations and problem solving.

Kursus ini akan memberi pendedahan kepada pelajar tentang sistem nombor dan asas teori nombor. Pelajar juga akan menerokai dengan lebih mendalam tentang ciri dan teorem yang berkaitan dengan nombor asli, nombor nisbah dan nombor bukan nisbah serta nombor nyata. Perkaitan antara Nombor Fibonacci dengan Golden Ratio dan alam semula jadi juga akan dibincangkan dan akan diaplikasikan dalam rekreasi nombor dan penyelesaian masalah .

1

Topic Content Hours

1 Numeration Systems Early numeration systems Hindu-Arabic Numeration System Different numeration systems

o Number of symbols and grouping in various bases

o Changing base b to base 10 and vice versa

6

2 Elementary Number Theory Number systems

o Definition o Classifications within the set of real

numberso Number representation

6

3 Natural numbers Prime Numbers

o Divisibilityo Prime Factorization -The Euclidean

Algorithm Modular Numbers The Fundamental Theorem of Arithmetic Number recreations

o Fibonacci Sequence and Golden Ratioo Magic Squareso Problem solving

12

4 Rational Numbers Basic properties Cardinality of the rational numbers Complex fractions and continued fractions Problem solving

6

5 Irrational Numbers Basic properties Square roots and surds

o Product ruleo Quotient ruleo Problem solving

6

6 Complex Numbers Modulus, argument and conjugate of a

Complex Number Operations involving Complex Numbers Complex Numbers in polar form

6

7 Estimation of quantities Rounding off numbers

o whole Numberso fraction and decimalso standard forms o square roots and surds

3

2

Total 45

Assessment Coursework 50%Examination 50%

Main References Groves, Susie. (2006). Exploring number and space: Study guide. Victoria: Deakin University.

Musser, Gary L.; Burger, William F. & Peterson, Blake E. (2006). Mathematics for elementary teachers. A contemporary approach. 7th ed. NJ: John Wiley and Sons.

Smith, K. J. (2001). The nature of mathematics. 9th ed. Pacific Grove,CA: Brooks/Cole.

AdditionalReferences

Bennett A.B. and Nelson L.T., (1998). Mathematics for elementary teachers: An activity approach. 4th ed. NY:McGraw-Hill.

Brodie, Ross and Swift, Stephen. (2002). New QMaths II. Australia: Nelson Thomson Learning.

Byrne, J. Richard. (2000). Number systems: An elementary approach. New Jersey: Prentice Hall.

Groves, Susie. (2006). Exploring number and space: Reader. Victoria: Deakin University.

Humble, S. (2002). The experimenter’s A-Z of mathematics: Maths activities with computer support. London: David Fulton.

Miller, C. D.; Heeren, V. E. & Hornsby, E. J. Jr. (1990). Mathematical ideas. 6th ed. USA: Harper Collins.

Mullan, E. et.al. (2001). Maths in action: Mathematics 2. USA: Nelson Thornes Limited.

Nicholson, W. Keith. (2003). Linear algebra with applications. 4th ed. Singapore: McGraw Hill.

Shakuntala Devi (1984). The book of numbers. Delhi, India: Orient Paperbacks.

Shakuntala Devi (1986). The joy of numbers. Delhi, India: Orient Paperbacks.

Sullivan, Michael. (1999). Algebra and trigonometry. 5th ed. New Jersey: Prentice Hall. Tipler, M.J. et.al.(2003). New national framework mathematics. USA: Nelson Thornes Limited.

3



Course Title Mathematics Education Curriculum(Kurikulum Pendidikan Matematik)


Credit 3(3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning Outcomes

1. Explain the roles of mathematics, mathematicians and mathematics teacher

2. Describe the development of mathematics education and curriculum in Malaysia

3. Interpret the national mathematics curriculum

4. Participate in the professional development of mathematics teachers

5. Integrate and develop interest and values in mathematics education

Synopsis This course allows students to acknowledge the history and roles of mathematicians. They are exposed to the meanings and roles of mathematics and values in mathematics on top of being familiar with the roles as a mathematics teacher. It also requires students to explore the development of the Malaysian Mathematics Curriculum and to study the Malaysian Mathematics Curriculum: KBSR and KBSM.

Kursus ini memberikan pendedahan kepada pelajar untuk menghayati sejarah dan peranan ahli matematik. Pelajar juga didedahkan kepada makna, peranan dan nilai dalam matematik serta peranan guru matematik. Pelajar akan meneliti perkembangan Kurikulum Matematik di Malaysia dan juga mengkaji Kurikulum Matematik KBSR dan KBSM.

4

Topic Content Hours

1 Mathematics Education Meanings and roles of mathematics History and roles of mathematicians Nature of mathematics Values in mathematics

9

2 Development of Mathematics Curriculum Development of Mathematics Curriculum in

Malaysia The influence of other countries’ Mathematics

Curriculum on Malaysian Mathematics Curriculum

Policies and programs for developing children’s Mathematics

9

3 Study of Malaysian Mathematics Curriculum Five pillars in teaching and learning

mathematicso Problem solving in mathematicso Communication in mathematicso Mathematical reasoningo Mathematical connectionso Application of technology

KBSRo Philosophy of KBSR Mathematics

Educationo Primary mathematics curriculum o Content organization of mathematical

concepts in primary school education and relationship to pre-school education

o Curriculum specifications for Year 1 to Year 6

KBSMo Philosophy of KBSR Mathematics

Educationo Secondary Mathematics Curriculum o Study of connection of topics from primary

to secondary mathematics

18

4 Professional development of Mathematics Teachers

Academic discourse o Seminar, workshops, conferences,

books and journals Academic bodies

o Mathematics Teachers Association: NCTM, NUTP,PESAMA

Roles of mathematics teacher Life-long education

6

5 Issues and trends Teaching Mathematics and Science in English

3

5

Language Mathematics in smart schools ICT in mathematics education

Total 45


Main References Dosey, John et. al. (2002). Mathematical methods and modelling for today’s mathematics classroom. UK: Brooks/ Cole.

Pritchard, Alan (2005) .Ways of learning. (pp. 1-107).USA: David Fulton Publishers.

Smith, K.J. (2001). The nature of mathematics. 9th ed. CA:Thompson Learning.


Cathcart , W. G. et. al.(2006). Learning mathematics in elementary and middle schools. (pp. 1-107). USA: Pearson Prentice Hall.

Day, C. (1999). The challenge of lifelong learning. UK: Taylor & Francis Inc.

Gates, P. (2001). Issues in mathematics teaching. UK: Taylor & Francis Group.

Kementerian Pendidikan Malaysia. Kurikulum Bersepadu Sekolah Rendah. Sukatan Pelajaran Matematik (2001). PPK.KPM.

Kementerian Pendidikan Malaysia. Kurikulum Bersepadu Sekolah Menengah. Sukatan Pelajaran Matematik (2000). PPK.KPM.

Kementerian Pendidikan Malaysia. Kurikulum Bersepadu Sekolah Rendah. Sukatan Pelajaran Matematik Tahun 6 (2001). PPK.KPM.

Ministry of Education Malaysia. Integrated Curriculum for Secondary School. Curriculum Specifications Mathematics Form 1 - 4 (2005)2006).CDC. MOE.

Ministry of Education Malaysia. Integrated Curriculum for Secondary School. Curriculum Specifications Mathematics Form 5 (2006).

Ministry of Education Malaysia. Integrated Curriculum for Primary School. Curriculum Specifications Mathematics Year 1-5 (2002-2006).CDC. MOE.

National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. NCTM. Reston, Virginia.

Orlich, Donald C. et. al. (2001). Teaching strategy: A guide for effective instructions. (pp. 75-229). USA: Houghton Mifflin.

6



Course Title Geometry(Geometri)


Credit 3(2+1)

Contact Hours

60 hours


English


Nil

Semester One/ Two

Learning Outcomes

1. Apply the theory of transformation and isometrics in plane geometry: rotation, translation, glide reflections in art and design

2. Use ICT e.g. Geometer Sketchpad to explore and create tessellations; investigate isometry and symmetry and explore conics

3. Integrate basic techniques to construct geometric models

Synopsis This course provides an opportunity for the students to explore the applications of geometry. It discusses concepts in plane geometry- tessellations, symmetries and transformations. Students will also discover patterns in art and design. In addition, exposure to dimensional geometry of the Platonic solids is also highlighted. The use of ICT e.g. GSP is applied as a tool to investigate and construct projects in geometry.

Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi geometri. Kursus ini juga membincangkan konsep dalam satah geometri, teselasi, simetri dan transformasi. Pelajar akan mempelajari corak dalam seni dan reka bentuk. Selain itu, pelajar juga akan didedahkan kepada geometri dimensi bagi pepejal Platonic. Teknologi Maklumat dan Komunikasi seperti Geometer Sketchpad akan digunakan sebagai alat untuk menyiasat dan membangunkan projek geometri.

7

Topic Content Hours

Theory

1Plane tessellations

Types of tessellations Tessellation and art Fractal geometry

5

2 Plane symmetries and transformations Isometry of the plane

o rotationo reflectiono translationo glide reflection

Plane symmetry Finite symmetry groups and the seven Frieze

patterns

6

3 Regular and Semi-regular solids Five platonic solids Vertices, faces & edges Archimedean solids Kepler-Poinsot solids

5

4 Geometric Modeling

Paper Engineering- pop-up models- pop-up techniques- art and design

6

5 Conics Locus Parabola Ellipse Ellipse and parabola Parabola, ellipse and hyperbola

8

Sub Total30

Practical

8

1Geometer Sketchpad

explore and create tessellations familiarization with basic commands of GSP explore and create basic transformations develop a tool kit for tessellation, isometry of the

plane and conics

10

2 Construction of platonic solids paper construction of 5 platonic solids paper construction of Archimedean solids construction of Kepler-Poinsot solids photographs of the solids constructed

6

3 Paper Engineering Project explore and analyse the mathematics of some

basic paper folding techniques analyse a collection of paper engineering in

cards, books and packaging produce a pop-up card

6

4 Exploring Conics Using ICT e.g. GSP Locus Parabola Ellipse and hyperbola

6

5 Exhibition GSP toolkit for tessellation and isometry Potato printing Paper engineering project

2

Sub Total 30

Total 60

9


Main References Grayson, R. (1995). Using Geometer's Sketchpad to explore combined transformations. Micromaths. vol.11, no 2, pp 6-13.

Parks, H. et.al. (2000). Mathematics in life society and the world. 2nd ed. USA: Prentice Hall.

Russell,J. (1996). Nets with polyhedra. Mathematics Teaching, vol.154, pp.12-13.

Smith, K. J. (2001).The nature of mathematics. Glencoe : McGraw Hill.

Tannenbaum, P. (2004). Excursions in modern mathematics. 5th ed. NJ: Pearson Prentice Hall.

Additional References

Budden, F.J. (1972). The fascination of group. London: Cambridge University Press.

Crowe, D. (1986). Symmetry, rigid motions and patterns. Arlington, MA: COMAP, Inc.

Johnson,P. (1992). Pop-up paper engineering. London: Falmer Press.

Pugh, A. (1976). Polyhedra: A visual approach. Berkeley,CA.: University of California Press.

Schattschneider,D. (1990). Visions of symmetry: Notebooks, periodic drawings and related works of M.C. Escher. New York: W.H. Freeman.

10



Course Title Decision Mathematics (Matematik Keputusan)


Credit 3(3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning Outcomes

1. Define the various tools in decision mathematics

2. Apply mathematics algorithms, heuristic algorithms, sorting, searching, graphs, linear programming and critical paths analysis in decision making

3. Select appropriate tools for making decision in mathematics

4. Integrate knowledge and understanding of Decision Mathematics and mathematical modeling in daily life

Synopsis This course introduces students to another useful branch of mathematics. It provides information about introduction to decision Mathematics, types of searches, linear programming, graphs, networks, critical path analysis, algorithms, heuristic algorithms and methods of sorting.

Kursus ini memperkenalkan pelajar kepada satu lagi cabang matematik yang berguna. Kursus ini menyediakan maklumat tentang pengenalan kepada Matematik keputusan, jenis-jenis carian, pemprograman linear, graf, rangkaian, analisa laluan kritikal, algoritma, algoritma heuristik dan kaedah mengisih.

11

Topic Content Hours

1 Introduction What is Decision Mathematics? Tools in Decision Mathematics

1

2 Types of searches Linear search algorithm Indexed sequential search algorithm Binary search algorithm

4

3 Linear Programming Types of Linear Programming problems

o Infinitely many solutions o Empty feasible regions o Unbounded feasible regions o Degeneracyo The Simplex Method in Linear

Programming

10

4 Graphs Definitions of graph, edge, degree Types of graphs

o simple grapho walk, trail, path, cycle o Hamiltonian cycle o digraph o incidence matrix o planar graph o bipartite graph

3

5 Networks Kruskal’s Algorithm Prim’s Algorithm Dijkstra’s Algorithm

6

6 Critical Path Analysis Introduction and definition of Critical Path

Analysis The elements of a network diagram :

dummies, events, key even, symbols. Constructing a network diagram Analyzing a network diagram Resource Management

11

7 Algorithms Introduction and definition of Algorithms Ways of communicating algorithms

2

8 Heuristic Algorithms 4

12

First-fit Algorithm First-fit decreasing Algorithm Full bins

9 Methods of Sorting Interchange sort Bubble sort Shuttle sort Quick sort

4

Total 45


Main References

Parramore, K. et. al (2004). Decision Mathematics 1 D1. 3rd ed. UK. British Library Publication.

Parramore. K. et. al (2004). Decision Mathematics 2 and C. 3rd ed. UK. British Library Publication.


Hebborn , John (2000). Decision mathematics. UK : Paperback.

Savage, Sam L. (2002). Decision making with insight. UK : Paperback. Smith, K.J. (2001). The nature of mathematics. 9th ed. CA:Thompson Learning.

13



Course Title Statistics (Statistik)


Credit 3(3+0)

Contact Hours

45 hours


English

Prerequisite to entry

Nil

Semester One/Two

Learning outcomes

Explain the theoretical and empirical aspects underpinning probability

Apply sampling and estimation theory in estimating the mean of a population

Use inferential statistics such as Chi-Square test, ANOVA and linear regression in hypothesis testing

Apply their knowledge and understanding of these areas in statistics to relevant real life problems

Synopsis In this course, students will revisit the concepts of probability and explore inferential statistics such as t-test, Chi-Square test, analysis of variance (ANOVA) in hypothesis testing and linear regression in analyzing linear relationship in bivariate variables. The importance of using the appropriate statistical methods in solving real life problems is emphasized.

Dalam kursus ini, pelajar akan mengimbas kembali konsep yang berkaitan dengan kebarangkalian dan menerokai statistik inferens seperti ujian-t, ujian Chi-Square, analisis varians (ANOVA) dalam pengujian hipotesis dan regresi linear dalam menganalisis perhubungan linear dalam dua pembolehubah (bivariate). Kepentingan menggunakan kaedah statistik yang sesuai dalam penyelesaian masalah harian adalah dititikberatkan.

14

Topic Content Hours

1 Probability Introduction to probability

o Theoriticalo Empirical

Compound Eventso Independent Eventso Mutually Exclusive

The Addition and Multiplication Rule Probability Tree

o Theoretical Conditional Probabilities

3

2 Sampling and estimation theory Elementary sampling Sampling distribution Point estimation and interval estimation Confidence level Reading Statistic Tables Estimating the Mean of Population when STD

of the Population is Known Estimating the Mean and STD of Population

From Sample Data Estimating the mean of a population based

on a small sample size

9

3 Hypothesis testing Introduction Methodology for hypothesis testing. Testing one mean Testing the difference between two population

means Testing a population proportion Testing a population variance (standard

deviation) Testing the ratio of two population

variance(standard deviation)

12

4 The Chi-square hypothesis test The general procedure for the test The goodness of fit test The test of association

9

5 Analysis of variance ( ANOVA ) Introduction on one way Independent ANOVA Calculating ANOVA by hand Calculating ANOVA using EXCEL

6

6 Linear Regression Introduction

o Independent variableso Dependent variables

6

15

o Scatter diagram The least squares straight line

o Interpolation and extrapolation

Total 45


Main References

Eccles, A. et. al (2004). Statistics 1. 3rd ed UK: Martins the Printers Ltd.

Davies, M et. al ( 2005). Statistics 2. 3rd ed UK. Hodder Murray

Davies, M et. al ( 2005). Statistics 3. 3rd ed UK. Hodder Murray

Mann, Prem S. ( 2003 ). Introductory Statistics. 5th ed. NY: Wiley.

Rowntree, D. (2004). Statistics without tears: A primer for non mathematicians. Boston, MA: Pearson Education.

Spielgel, R. M (2000). Statistics crash course. USA: Mc Graw Hill.


Cook, Upton, G. I. (2000). Introducing Statistics. 2nd ed. NY: Oxford University Press.

Norusis, M. J. (1985). SPSS X: Advanced statistics guide. NY:McGraw-Hill Book Company.

Smitters, G et. al ( 2000). Advanced Modular Mathematics Statistics 1. 2rd ed UK. Harper Collins Publisher Ltd.





16

Course Title Resources in Mathematics(Resos dalam Matematik)


Credit 3(3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning Outcomes

1. Choose appropriate and relevant mathematics resources

2. Demonstrate their understanding in using the resources

3. Produce creative manipulative materials to support teaching and learning in mathematics

4. Display effective management skills in planning and handling mathematics resources

Synopsis This course provides an opportunity for students to explore the applications of various resources in teaching and learning Mathematics. Students will be introduced to printed materials, teaching and learning aids, technology in Mathematics, Mathematics facilities and management of resources.

Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi pelbagai resos dalam pengajaran dan pembelajaran matematik. Pelajar akan diperkenalkan dengan bahan bercetak, alat bantu pengajaran dan pembelajaran, teknologi dalam Matematik, kemudahan-kemudahan Matematik dan pengurusan resos.

17

Topic Content Hours

1 Printed materials Books

o text, reference o Literature books

Integrating literature in teaching and learning Mathematics

Journals and articles

6

2 Teaching and learning aidso Manipulative kits: geoboard, Dienes

blocks, Cuisenaire rods, Base ten blockso Nets and solidso Measuring instrument : weighing scaleo Computing tools: calculators, abacus, rods

& sticks

12

3 Technology in Mathematics Hardware

o Computers, LCD Software packages

o Teaching packages o Teaching software and courseware

Internet and online instructions

15

4 Mathematics Facilities Mathematics Laboratory Mathematics garden Mathematics corners

6

5 Management of resources Inventory and records Monitoring and maintenance Planning and budgeting

6

Total 45

18


Main References

Foresman, Scott (2000). Interactive mathematics: Lessons and tools. NJ: Prentice Hall.

Jennings, Sue and Dunne, Richard (2003). I see maths books. vol 1-3. UK: Mashford Colour Press.

National Curriculum Council. (1991). Prime calculators: Children and mathematics. UK: Simon and Schuster.


Burns, Marilyn (1992). About Teaching Mathematics. Maths Solution.

Haylock, D. (2003). Understanding mathematics in the lower primary years. UK: Paul Chapman.

Publication.

Trautman, Andria P. & Lichenberg, Betty K (2003). Mathematics: A good beginning . 6th ed. UK: Wadsworth/ Thompson Inc.

Websides http://www.ulm.edu/~esmith/250/31/repbase10.htmlhttp://homepage.mac.com/efithian/Geometry/Activity-03.htmlhttp://mathforum.org/trscavo/geoboards/intro1.htmlhttp://en.wikipedia.org/wiki/Geoboardhttp://www.cuisenaire.co.uk/cuisenaire/products/history/algebra.htmhttp://www.teachingenglish.org.uk/think/resources/rods.shtmlhttp://en.wikipedia.org/wiki/Cuisenaire_rodshttp://www.etacuisenaire.com/cuisenairerods/cuisenairerods.jsphttp://www.innovationslearning.co.uk/subjects/maths/activities/year3/number_deans/question.asphttp://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4placevalue2.pdfhttp://www.arcytech.org/java/b10blocks/description.htmlhttp://www.mathsisfun.com

19

http://www.mathsisfun.com/

http://www.arcytech.org/java/b10blocks/description.html

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4placevalue2.pdf



http://www.innovationslearning.co.uk/subjects/maths/activities/year3/number_deans/question.asp

http://www.innovationslearning.co.uk/subjects/maths/activities/year3/number_deans/question.asp

http://www.etacuisenaire.com/cuisenairerods/cuisenairerods.jsp

http://www.etacuisenaire.com/cuisenairerods/cuisenairerods.jsp

http://en.wikipedia.org/wiki/Cuisenaire_rods

http://www.teachingenglish.org.uk/think/resources/rods.shtml

http://www.teachingenglish.org.uk/think/resources/rods.shtml

http://www.cuisenaire.co.uk/cuisenaire/products/history/algebra.htm

http://www.cuisenaire.co.uk/cuisenaire/products/history/algebra.htm

http://en.wikipedia.org/wiki/Geoboard

http://mathforum.org/trscavo/geoboards/intro1.html

http://homepage.mac.com/efithian/Geometry/Activity-03.html

http://homepage.mac.com/efithian/Geometry/Activity-03.html

http://www.ulm.edu/~esmith/250/31/repbase10.html



Course Title Planning and Teaching Mathematics(Perancangan dan Pengajaran Matematik)


Credit 3 (3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning outcomes

1. Produce a well- organized Mathematics lesson plan with correct format

2. Select the appropriate method and technique in carrying out teaching and learning mathematics

3. Apply the relevant mathematical learning theories and ideas throughout the lesson

Synopsis This course will provide an opportunity for students to begin planning an effective Mathematics lesson. Students are taught and guided to incorporate appropriate methods and techniques in their planning, using relevant Mathematical ideas. In addition, applications of Mathematics learning theories are highlighted in the teaching and learning of Mathematics.

Kursus ini memberi peluang kepada pelajar untuk merancang suatu pelajaran Matematik yang efektif. Pelajar diajar dan dibimbing untuk menggunakan kaedah dan teknik yang sesuai dalam perancangan dengan menggunakan idea Matematik yang relevan. Selain itu, aplikasi teori pembelajaran Matematik diberikan perhatian dalam pengajaran dan pembelajaran Matematik.

21

Topic Content Hours

1 Planning Mathematics Lessons Revisit Primary Mathematics Curriculum Preparing Scheme of Work

o yearly/term, weekly and daily lesson plano format : its componentso guidelines

Classroom management and communication Micro and macro teaching

9

2 Mathematics Teaching Methods and Techniques Induction and deduction Discovery and investigation Questioning and discussion Practical work Expository Laboratory Demonstration Cooperative and collaborative learning Student centered, teacher centered, media

centered approach

12

3 Learning mathematics Behaviourism Cognitive and constructivist Humanistic approach

9

4 Mathematical knowledge of teaching Factual information Concept Algorithm Doing mathematics

6

5 Enhancing learning mathematics Learning styles and individual differences Social context of teaching and learning

mathematics Creative arts in mathematics

o stories, poems, music and dramas Recreation mathematics Project based learning

9

Total 45

22


Main References

Hollands, Roy (1987). The development of mathematical skills. UK: Blackwell.

Mooney, Claire et.al. (2002). Primary mathematics :Theory and practice. UK: Learning Matters.

Post, Thomas R. (1992). Teaching mathematics in grades K-8: Research-based methods. UK: Allyn and Bacon.


Cohen, Alan Louis (1987). Early education : The school years. A source book for teachers. USA: P.C.P Education series.

Hopkins, Christine.(1999). Mathematics in the primary school. USA: David Fullton.

Rays, Robert E. et. all (2001). Helping children learn mathematics. NY: John Wiley and Sons Inc.

Wall, W. D (1975). Constructive education for children. London: The Unesco Press.

Freiberg & Driscoll (2005). Universal teaching strategies. 4th ed.USA: Pearson.

Bobis, J. (2004). Mathematics for Children: Challenging Children To Think Mathematically(2nd Ed). Australia: Pearson.

Kennedy, L. M. at. al(2004) .Guiding Children’s learning of Mathematics(10th ed). USA: Thomson.

Bottle, G. (2005).Teaching Mathematics in The Primary School.

London: Continuum.

Lang, H. R. & Evans, D. N. (2006) Models, Strategies and Methods for Effective Teaching. USA: Pearson.

Sgroi, L. S. (2001).Teaching Elementary and Middle School mathematics - Raising the Standards. USA: Wadsworth/Thomson Learning

23



Course Title Basic Calculus(Kalkulus Asas)


Credit 3(3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning outcomes

1. Differentiate between functions and non- functions

2. Sketch graphs of elementary functions manually and/or using graphing calculator

3. Determine the inverse of a function

4. Recognise patterns and relationships

5. Find the first and second derivatives of functions

6. Apply the concepts of derivatives and integrals in problem solving

Synopsis This course focuses on the key concepts of Calculus which includes functions and graphs, basic understanding of limits and limit theorem, derivatives and integrals, and patterns and relationships. At this point, students are able to find the first and second derivatives of functions and minimum and maximum points of graphs. The applications and use of technology is also emphasized through graphing calculator and software such as Geometer’s Sketchpad to sketch and interpret the graphs of functions.

Kursus ini memfokuskan kepada konsep utama dalam Kalkulus; fungsi dan graf, kefahaman asas mengenai had dan teorem had, ‘derivatif’ dan ‘integral’ serta pola dan perhubungan. Pelajar boleh mencari derivatif pertama dan kedua bagi fungsi serta titik minimum dan maksimum bagi graf. Penggunaan dan aplikasi teknologi dijelaskan melalui kalkulator grafik dan perisian seperti Geometer Sketchpad untuk melakar dan membuat interpretasi graf fungsi.

24

Topic Content Hours

1 Functions and graphs Patterns and relationships Use of variables to express relationships Pattern recognition Concepts of functions

o Composition of functions Domain and range Inverse of functions Graph sketching

o by hando graphing calculator o GSP

9

2 Limits and continuity Definition of limits Properties and theorems of limit One-sided and two-sided limits Concepts of continuity Properties and theorems of continuous function

12

3 Derivatives Definition: Slope of a tangent to a curve at a

point Definition of a differentiable function at a point First derivatives The first principle Formula Second derivatives Applications of derivatives

12

4 Integrals The concept of anti-derivatives Indefinite and definite integrals Applications of integrals

12

Total 45


Main References

Bittinger, M. L. (2004). Calculus and its applications. 8th ed. Boston: Pearson/Addison-Wesley.

Clements, C., Pantozzi, R. & Steketee, S. (2002). Exploring calculus with the Geometer’s Sketchpad. Emeryville, CA: Key Curriculum Press.

Finney.et.al. (2000). Calculus : A Complete Course. 2nd ed. USA: Addison Wesley.


Barnet et.al. (2000). Precalculus: A graphing approach. NY: Mc Graw Hill.

Berlinski, D. (1995). A tour of the calculus. New York: Pantheon

25

Books.

Brodie, Ross (2002).. New Mathematics IIB. USA: Thomson & Nelson.

De Temple, D., & Robertson, J. (1991). The CALC handbook: Conceptual activities for learning the calculus. Palo Alto, CA: Dale Seymour Publications.

Foerster, P. A. (1998). Calculus concepts and applications. Emeryville, CA: Key Curriculum Press.

Key, Stewart. J. (2005). Single variable calculus: Concepts and contexts. Belmont, CA: Thomson Higher Education.

___ _____ (2001). The Geometer’s sketchpad: Dynamic geometry software for exploring mathematics. Version 4. [Computer software] Emeryville, CA: Key Curriculum Press.

26



Course Title Teaching Of Numbers, Fractions, Decimals and Percentages(Mengajar Nombor, Pecahan, Perpuluhan dan Peratus)


Credit 3(2+1)

Contact Hours

60 hours


English


Nil

Semester One/ Two

Learning outcomes

1. Relate the mathematical learning theories into the children’s framework of learning numbers

2. Study the development of children’s understanding in mathematics

3. Reinforce children’s mathematical concepts in numbers, fractions, decimals and percentages through various activities

4. Plan effective teaching lessons incorporating appropriate resources, approaches and strategies

Synopsis This course exposes to the students that children learn mathematics by constructing their own ideas at different levels and stages. Discussions cover topics related to teaching of numbers, fractions, decimals and percentages, also construction of teaching aids, micro and macro teaching sessions.

Kursus ini memberi pendedahan kepada pelajar bahawa kanak-kanak belajar matematik dengan membina idea sendiri pada aras dan peringkat yang berbeza. Perbincangan meliputi perkara berkaitan dengan mengajar nombor, pecahan, perpuluhan dan peratus serta membina alat bantu mengajar, sesi pengajaran mikro dan makro.

27

Topic Content Hours

Theory

1Numbers

Whole numberso Early number developmento Numbers senseo Counting o The role of algorithms o Place value representation of numbers

Number operations and basic factso Addition and subtractiono Multiplication and division

Operation sense and computationso Calculators and abacuso Mental computationso Computational estimation

Key issues in teaching whole numbers

15

2 Fractions, decimals and percentages Fractions

o Meaning of fractions and equivalento Mixed number and improper fractiono Fractions operations

Decimalso Common fractions and decimals :relationship

and conversiono Place value, ordering and rounding o Decimal operations

Percentageso Percentage

Key issues in teaching fractions, decimals and percentages

15

Sub Total 30

Practical

1Construction of teaching aids

Numbers Fractions, decimals and percentages

15

2 Micro/macro teaching Preparing an effective lesson plan Carry out micro/macro teaching

15

Sub Total 30

Total 60

28

Assessment Coursework 60%Examination 40 %

Main References

Howett , Jerry (2000). Numbers Power: A real world approach to maths. USA: Contemporary Books.

Kennedy, Leonard M. and Tipps, Steve (2000). Guiding children’s learning mathematics. USA: Wadsworth Thomson Learning.

Tucher, Benny F. et.al. (2002). Teaching mathematics to all children:designing and adapting instruction to meet the needs of diverse learners. USA: Prentice Hall.


Afonso, Fiona et.al. (2002). Maths for WA : Homework and books. UK: Longman.

Bobis, J, Mulligan. J. Lowrie, T., & Taplin, M. (2004). Mathematics for children: Challenging children to think mathematically. 2nd ed. Sydney: Prentice Hall.

Booker, G,, Bond, D., L., & Swan, P. (2004). Teaching primary mathematics. 3rd ed. Sydney: Pearson Education Australia.

29



Course Title Linear Algebra(Aljabar Linear)


Credit 3(3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning Outcomes

1. Find the determinant and inverse of a matrix

2. Calculate the length of a vector, the dot product and angle between two vectors

3. Determine a given vector as a subspace or independent vector

4. Apply concepts of linear equations and linear inequalities to solve related problems

5. Integrate knowledge of matrix algebra and vector space in daily applications

Synopsis This course provides students with the knowledge of linear equations and inequalities, matrix algebra and vector space. The idea is extended to using Elimination, Substitution, Gauss-Jordan Method and Cramer Rule in solving linear systems. In addition, students are taught to find the inverse of a singular matrix using the adjoint method or elementary row operations. Concepts of vector space in R2 and R3 are also discussed.

Kursus ini membekalkan pelajar dengan pengetahuan tentang persamaan dan ketaksamaan linear, aljabar matriks dan ruang vektor. Idea ini dilanjutkan kepada Kaedah Penghapusan, Penggantian, dan Gauss-Jordan serta Hukum Cramer dalam penyelesaian sistem linear. Selain itu, pelajar diajar mencari songsang matriks dengan kaedah adjoin atau operasi baris elementari. Konsep ruang vektor dalam R2

dan R3 juga dibincangkan.

30

Topic Content Hours

1 System of Linear Equations and Inequalities Solving linear equations

o Elimination Methodo Substitution Methodo Gauss-Jordan method

Linear Inequalities and Linear Programmingo Homogeneous systemso Applications of Linear Equations and

Inequalities

15

2 Matrix Algebra Matrix arithmetic Systems of linear equations

( up to 4 unknowns) o Elementary row operationso Determinant and its properties

The Cramer’s rule Singular and non-singular matrix Inverse of a matrix

o Adjoint methodo Elementary row operations method

10

3 Vector Space Vectors in Plane R2

o Introduction to vectorso Vector Operationso Properties of Vector Operationso Length of vectoro Dot producto Angle between two vectors

Vectors in Space R3

o General vector spaceo Subspaceo Linear independenceo Basis, dimension and rank

Applications of vector space in daily life

20

Total 45

31


Main References Dugopolski . (2002). Precalculus: Functions and graphs. USA : Addison and Wesley.

Howard, A. & Rorres, C. (2000). Elementary linear algebra: Applications version . 8th ed. NY: John Wiley.

Stewart, J. et.al. (2001). Algebra and Trigonometry. USA : Thompson and Learning.


Goodman , Arthur and Hirsch, Lewis. (2000). Precalculus: Understanding functions. Pacific Grove, CA: Brooks/Cole Publishing Company.

Herstein, I.N. (1975). Topics in algebra. 2nd ed. Lexington, MA: Xerox College Publishing.

O’Nan, M. & Enderton,H.B.(1990). Linear algebra. 3rd ed. NY: Harcourt Brace Jovanovich.

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Course Title Teaching of Geometry, Measurement and Data Handling(Mengajar Geometri, Pengukuran dan Pengendalian Data)


Credit 3(2+1)

Contact Hours

60 hours


English


Nil

Semester One/ Two

Learning Outcomes

1. Demonstrate an understanding of current primary practice related to teaching of geometry, measurement and data handling

2. Plan for progression in the teaching of geometry, measurement graphs and data handling effectively

3. Reflect on classroom practice in these areas

4. Apply the knowledge gained in real life situations where appropriate

Synopsis In this course, students will learn the key concepts in geometry, measurement and data handling. They will be introduced to a range of related teaching and learning strategies, effective planning and teaching, the use of technology, micro and macro teaching sessions.

Dalam kursus ini, pelajar akan belajar konsep utama geometri, pengukuran dan pengendalian data. Pelajar akan diperkenalkan dengan strategi pengajaran dan pembelajaran, perancangan pengajaran efektif, penggunaan teknologi, sesi pengajaran mikro dan makro.

33

Topic Content Hours

1 Geometry 2D Shapes

o Vocabulary, properties and characteristics:Triangle, quadrilateral, polygon, circle

o Classification of 2D shapeso Key issues in teaching 2D shapes

3D Shapeso Vocabulary, properties and

characteristics: cube, cuboid, cones, pyramid, cylinder, sphere

o Classification of 3D shapeso Nets of 3D shapeso Key issues in teaching 3D shapes

Applications of geometry in real life o 2D: shape and space (plane geometry)o 3D: volume (three dimensional)o Use of technology in geometry

10

2 Measurement Length

o Standard and non-standard unitso Conversion of units o Area and Perimeter

Liquid capacity and volumeo Standard and non-standard unitso Conversion of units o Volume of fluids

Mass and weighto Standard and non-standard unitso Conversion of units

Timeo Hour system

Key issues in teaching measurement Applications of measurement in real life

14

3 Data handling Data manipulation

o Collecting datao Displaying datao Interpreting data

Average o Deriving formulao Use formula to calculate

Key issues in teaching graphs and average

6

Sub Total 30

1Practical2-D and 3-D shapes 10

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Construct geometrical shapes Analyse the properties of the geometrical

shapes Classify the geometrical shapes

2 Data handling Collect data on the following

o Lengtho Liquid capacity and volumeo Mass and weighto Time

Display and interpret data in graphical form using appropriate technology

Oral presentation

10

3 Micro/macro teaching Prepare effective lesson plan Carry out micro/macro teaching

10

Sub Total 30

Total 60


Main References

Askew, M. (1998). Teaching primary Mathematics. London: Hodder Arnold.

Cathcart, W.G., Pothier,Y.M., Vance, J.H. & Bezuk, N.S. (2006). Learning mathematics in elementary and middle school: A learner centered approach. 4th ed. New Jersey: Pearson Education.

Haylock, D. (2006). Mathematics explained for primary teachers. London: Sage Inc.


Bennett, D. (1999). Exploring geometry with The Geometer’s Sketchpad. Emeryville,CA: Key Curriculum Press.

Killen, R. (2005). Effective teaching strategies: Lessons from research and practice. 5th ed. Wentworth Falls: Social Science Press.

Rowntree, D. (2004). Statistics without tears: A primer for non mathematicians. Boston, MA: Pearson Education.

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Course Title Assessment Practices in Mathematics (Amalan Pentaksiran dalam Matematik)


Credit 3(3+0)

Contact Hours

45 hours


English


Nil

Semester One/ Two

Learning outcomes

1. Identify pupils’ ability, difficulty, misconception and learning needs in mathematics

2. Plan suitable activities for remedial, enrichment and special needs pupils when applicable

3. Apply acquired knowledge in planning and implementing assessment

4. Integrate the applications of technology in assessment

Synopsis Students will be exposed to the skills of carrying out testing and evaluation. The topics discussed are testing and evaluation, mathematical difficulties and diagnostic test, special needs in Mathematics education and applications of technology in assessment.

Pelajar akan didedahkan tentang kemahiran menjalankan pengujian dan penilaian. Topik-topik yang turut dibincangkan ialah mengenai pengujian dan penilaian, kesukaran Matematik dan ujian diagnostik, keperluan khas dalam pendidikan matematik dan aplikasi teknologi dalam pentaksiran.

36

Topic Content Hours

1 Testing and Evaluation Definition Assessment Design

o Principles of item constructiono Solo / Bloom Taxonomyo Curriculum specification and Planning of

test (test blue print) School based and classroom assessment

o Formative and summativeo Formal and informal evaluationo Alternative assessment

Interpretation of assessmento Item analysis and interpretation of items (difficulty and discrimination index)o Evaluation of reports and reportingo Monitoring

recording progress and monitoring of students’ achievement

Assessment administrationo Test administrationo Test moderation and marking schemeo Test reliability and validityo Bank items

15

2 Mathematical Difficulties and Diagnostic test Diagnostic test o standard IQ test, o school based testo classroom test

Diagnostic assessment and administrationo principles of item constructiono implementation and administrationo analysis of results

Misconception and Mathematical Difficulties o Misconceptiono Newman Error Analysis

reading comprehension transformation skills process Skills encode carelessness motivation

15

3 Special needs in Mathematics Education Effective teaching skills for special needs

o exhibit a range of creative and effective teaching for special needs

o learning strategies for special education needs Enrichment activities

10

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Remedial activities Other types of learning disabilities

o Dyslexiao Dyspraxiao Dyscalculiao Dysphasia

4 Applications of technology in assessment ICT in assessment Item construction (software e.g. Hot potatoes, J-Quizzes) Item analysis (Quest-2, Excel)

5

Total 45


Main References

Clemson, D. & Clemson, W. (1995). Maths assessments. UK: Stanley Thomas Publishers Ltd.

Hopkins, Christine (1999). Mathematics in the Primary school. UK: David Fullton.

Yudariah Mohamad Yusof et.al. (2005). Diagnostik & pemulihan: Kesalahan lazim bagi beberapa tajuk matematik sekolah menengah. Malaysia: UTM Skudai.


Kementerian Pendidikan Malaysia (1993). Buku panduan pengayaan dalam KBSR/matematik. KL: Pusat Perkembangan Kurikulum.

Kementerian Pendidikan Malaysia (1993). Buku panduan pemulihan dalam KBSR/matematik. KL: Pusat Perkembangan Kurikulum.

Troutman, A.P. and Lichtenberg, B.K. (2003). Mathematics a good Beginning. 6th ed. Wadsworth/Thompson Inc.

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Course Title Action Research I – Primary Mathematics (Methodology)

(Penyelidikan Tindakan I – Matematik Sekolah Rendah (Kaedah)

Course Code MTE3113

Credit 3 (3+0)

Contact Hours 45 hours

Medium of Instruction

English

Pre-requisite to entry

None

Semester One/Two

Learning Outcomes 1. Describe the educational research methods and their

use in education.

2. Explain the basic of research including types of educational research, research designs, procedure and ethics.

3. Analyse and discuss current issues in education that can be investigated through action research.

4. Discuss what is action research and its process.

5. Acquire the skills of planning and implementing an action research in school.

6. Acquire the skills of writing an action research proposal, report and journal article.

Synopsis This course provides knowledge about the various research methods in education and the basic of educational research. It will also explore ways of acquiring the skills of planning an action research, implementing the research, analysing and interpreting the research data, and documenting the action research findings in a report or article.

Kursus ini memberi pengetahuan tentang pelbagai kaedah penyelidikan dalam pendidikan dan asas penyelidikan. Ia juga meneroka cara-cara memperolehi kemahiran merancang dan melaksana satu kajian tindakan, menganalisis dan

39

menginterpretasi data penyelidikan, dan kaedah mendokumentasi hasil penyelidikan tindakan dalam bentuk laporan atau kertas kerja kajian.

Topic Content Hours

1 An Introduction to research methods in education • The aims of educational research

• The characteristics of educational research

• Approaches in educational research- The positivist approach (quantitative)- The interpretive approach (qualitative)

• Ethics of educational research - The important aspects of research ethics- Ethical codes

3

2 Types of educational research - Basic research - Applied research - Action research - Evaluation research

Introduction to various types of education research design

• Quantitative research - Experimental - Quasi-experimental - Survey - Correlational

• Qualitative research - Ethnography - Case study - Historical

3

3 Educational research procedure 3

40

• Choosing a research problem• Determining the research objective• Determining the research questions • Determining the research hypotheses• Reviewing the literature• Planning the research design• Determining the sampling procedure• Constructing the research instrument• Constructing the validity and reliability of the

instrument• Determining the data collection procedure• Collecting data• Analysing and interpreting the data• Reporting the results and findings

4 Action research • Definition and concept• The characteristics of action research• The importance of action research • Issues related to action research

Models of action research - Stephen Kemmis’s model- John Elliott’s model- Dave Ebbutt’s model- Jack Whitehead’s model- Jean Mcniff’s model

- Kurt Lewin’s model

3

5 Action research: The process

Adapted from the models of Lewin, 1946 and Laidlaw,1992:

• Identifying an aspect of the educational practice to improve

• Planning an action• Implementing the action• Collecting the data• Reflecting on the action (before, during and after

the action)

Taking further actionDeveloping the second cycle of action research

3

6 Action research: Planning and proposal• Context• Focus / aspect of practice to improve• Research questions• Literature review• Subjects of the study• Action plan• Implementation of action plan

3

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• Data collection methods• Reflection: Data analysis and interpretation• Work schedule • Budget • Sources of reference

7 Action research: Data collection methods • Observation: : observer, participant-observer,

participant • Document analysis• checklists• Interview: structured, semi-structured,

unstructured

3

8 Action research: Data collection methods

• Questionnaires • Video and cassette recordings • Logs• Field notes• Photographs• Portfolios • Anecdotal records • Slides• Journals• Diaries

3

9 Action research: Data collection considerations

Sampling, validity, reliability, bias• Sampling and bias • Validity:

- External critics (originality of the data)- Internal critics (accuracy of the data)- Data triangulation

• Reliability- The generalisability of findings• Ethics

3

10 Action research: data analysis

Qualitative data• Content analysis • Categorising the data• Coding the data • Arranging the data into analysis grids• Identifying the issues/assertions• Further research activities

3

11 Action research :data analysis

Quantitative data

3

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• Descriptive analysis: Frequency, percentage, mean, mod, median, standard deviation, correlation coefficient

12 Interpreting the action research data

• Integrating various sources of data • Connecting the data with literature review • Summarising the results and drawing

conclusions

3

13 Writing an action research report• The context/background of the study• Literature review • Focus/ aspect of the practice to improve• The action plan • Implementation of action plan• Data collection methods• Data analysis and interpretation • Reflection and implications• Plan for further action • Citation of references :American Psychological

Association (APA)

3

14 Writing an action research article

• Abstract • The context • Research focus • Action plan • Implementation of action plan • Data collection methods • Data analysis and interpretation • Reflection and implications • The next step • Bibliography

3

15 Ways of making action research data public

Seminars Publications Action research networks

3


Main Reference Cohen, L. , Manion, L. & Morrison, K. (2001). Research Methods in Education (5th. Eds.). London: Routledge Falmer.

Creswell, J. W. (2005). Educational Research. Planning, Conducting, and Evaluating Quantitative And Qualitative Research. Ohio: Prentice Hall.

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Additional Reference

Fraenkel, J.R. & Wallen, N.E.(1990). How to Design and Evaluate Research in Education. USA, McGraw-Hill

Gillham, B. (2003). The Research Interview. London: Continuum.

Jones, J. (2005). Management Skills in School. London: Paul Chapman Publishing.

Kembar, D. (2000). Action Learning and Action research. London: Kogan Page.

Mills, G. E. (2000). Action Research. A guide for the Teacher Researcher. Ohio: Prentice Hall.

Macintyre, C. (2000). The Art of Action Research in the Classroom. London: David Fulton Publishers Ltd.



Course Title Applications of Mathematics(Aplikasi Matematik)


Credit 3(2+1)

Contact Hours

60 hours


English


Nil

Semester One/ Two

Learning outcomes

1. Explore the role of mathematics in modern technologies.

2. Investigate mathematics as an ongoing cultural activity

3. Demonstrate an understanding of the nature of mathematics

and its applications

4. Apply the various mathematical processes and problem solving techniques

Synopsis This course relates students to the earlier mathematics courses. Its contents cover mathematics in every day life, classical codes and ciphers, codes and cryptography, use of mathematical modeling in biology and ecology, and some key mathematical ideas related to calculus.

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Kursus ini dikaitkan dengan kursus-kursus matematik yang sebelum ini. Isi kandungannya meliputi matematik di dalam kehidupan harian, kod klasik dan nombor rahsia, kod dan kriptografi, penggunaan model matematik dalam biologi dan ekologi, serta sebahagian idea utama matematik berkaitan dengan kalkulus.

Topic Content Hours

1TheoryMathematics in every day life

Role of mathematics in modern technologies Mathematics as an ongoing cultural activity Bases for contemporary mathematics

4

2 Classical codes and ciphers The development of classical codes and

ciphers using the following techniques o Transposition o Substitution

4

3 Codes and cryptography Error correcting codes: repetition codes, parity

check codes, Hamming codes, Hadamard codes and the 1969 Mariner spacecraft

Linear codes: solution spaces for systems of linear equations and their use in error correcting codes

Public-key cryptography, including the use of elementary number theory to produce computationally intractable systems of codes, the RSA algorithm

6

45

4 Use of mathematical modeling in biology and ecology

Predator-prey models: separate and non-separate generations, the logistic equation, interactions between species, simulations

The use of simple differential equations in modeling safe and effective drug dosages

Modeling the spread of diseases such as AIDS, bird flu etc

10

5 Some key mathematical ideas related to calculus Archimedes’ approximation of π Archimedes’ determination of the area of a

circle Zeno’s paradox Newton’s investigation of cubic curves

6

Sub Total 30

1PracticalMathematics in everyday life

Investigate the followingo Role of mathematics in modern

technologieso Mathematics as an ongoing cultural

activityo Bases for contemporary mathematics

Compile the findings Submit a written report

10

2 Mathematical modeling Conduct a mathematical modeling activity

based on the following stepso Specify a real problemo Formulate a mathematical modelo Solve the mathematical problemo Interpret the solutiono Compare with realityo Communicate the results

Group presentation Submit a written report

10

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3 Some key mathematical ideas related to calculus Group project

o Explore applications and relations of the following Archimedes’ approximation of π Archimedes’ determination of the area

of a circle Zeno’s paradox Newton’s investigation of cubic curves

o Presentation of project

10

Sub Total 30

Total 60


Main References

Coutinho, S. C. (1999). The mathematics of ciphers: Numbertheory and RSA Cryptography. Natick, MA: A. K. Peters.

Dym, C. L. (2004). Principles of mathematical modelling. 2nd ed. Boston: Elsevier Academic Press.

Haydock, R. (1991). Information and coding. UK: Cambridge.

Stacey, K. & Stillman, G. (2002). Modelling trends in numbers of deaths due to HIV/AIDS infection in USA and Australia. Melbourne: University of Melbourne, CAS-CAT Project.

Wilf, H. S. (1986). Algorithms and complexity. Englewood Cliffs, NJ: Prentice-Hall.


Fazekas de St Groth, C., & Solomon, P. J. (1990). Short-term prediction of the AIDS epidemic using empirical models. In P. J. Solomon, C. Fazekas de St Groth, & S. R. Wilson (Eds.), Projections of acquired immune deficiency syndrome in Australia using data to the end of September 1989 (Working Paper No. 16, pp. 11-17). Canberra, ACT: Australian National University, National Centre for Epidemiology and Population Health.

Full Singh, S. (2002). The cracking codebook: How to make it, break it, hack it, crack it. London: Harper Collins.

Hellman, M. E. (1979). The mathematics of public-key cryptography. Scientific American, 241(8), 146–157.

Humphreys, J. F., & Prest, M. Y. (2004). Numbers, groups andcodes. 2nd ed. Cambridge: Cambridge University Press.

Jackson, M. B., & Ramsey, J. R. (1993). Problems for student investigation. MAA Notes. Volume 30. Washington: Mathematical Association of America.

Jackson, T. H. (1987). From number theory to secret codes. Bristol:

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IOP Publishing.

Malevitch, J., Froelich, G., & Froelich, D. (1991). Codes galore Module #18. Lexington, VA: Consortium for Mathematics and Its Applications (COMAP).

Maynard Smith, J. (1968). Mathematical ideas in biology. London: Cambridge University Press.

Posamentier, A. A., & Lehmann, I. (2004). π: A biography of the world's most mysterious number, Amherst, NY: Prometheus Books.

Trappe, W., & Washington, L. C. (2006). Introduction to cryptography with coding theory. 2nd ed. Upper Saddle River, NJ: Pearson Prentice Hall.

Welsh, D. J. A., (1988). Codes and cryptography. Oxford: Oxford University Press.

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Course Pro Forma

Program Ijazah Sarjana Muda Perguruan Dengan Kepujian(Matematik Pendidikan Rendah)

Course Title Action Research II –Primary Mathematics (Implementation and Reporting)[Penyelidikan Tindakan II – Matematik Pendidikan Rendah (Implementasi dan Pelaporan)]

Course Code MTE3115

Credit 3 (0+3)

Contact Hours 90 hours

Medium of Instruction English

Pre-requisite to entry None

Semester One/TwoLearning Outcomes 1. Implement an action research in a school.

2. Write an action research report based on the research data collected.

3. Organise an action research seminar.4. Present an action research paper in the seminar.5. Document and publish the action research paper in a

journal.

Synopsis This course involves skills of carrying out an action research in a school. It will also provide opportunities for students to organise an action research seminar and to present their action research findings during the seminar. The students will also apply their skills on how to document and publish their research papers in a journal.

Kursus ini melibatkan kemahiran melaksanakan penyelidikan tindakan di sekolah. Ia juga akan memberi peluang kepada pelajar mengorganisasi satu seminar penyelidikan tindakan dan membentang kertas penyelidikan tindakan dalam seminar itu. Pelajar juga akan menggunakan kemahiran mereka untuk mendokumentasi dan menerbit kertas penyelidikan dalam jurnal.

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Topic ContentHours

1 Implement an action research in school and write a draft report

The context/background of the study Literature review Focus of the study / identify the aspect of the

practice to improve The action plan

6


Implementation of action plan Data collection methods

6


Analysis of data Interpretation of data

6


Drawing conclusion Reflection and implications

6


Plan for further action Citation of references :American Psychological

Association (APA)

6

6 The final action research report Read the draft report Revise the draft Edit the draft Proof-read the draft Final report

6

7 Organisation of action research seminar Theme of seminar Working committee Venue of seminar Costing of seminar Publicity

6

8 Organisation of action research seminar Selection and editing of action research papers

6

9 Organisation of action research seminar Selection and editing of action research papers

6

10 Organisation of action research seminar Planning of presentation of action research papers

in the seminar6

50

11 Action research seminar

Presentation of action research reports in the seminar

6

12 Action research seminar

Presentation of action research reports in the seminar

6

13 Documentation and publication procedure of action research

Collect action research papers6


Edit the action research papers based on constructive feedback from the seminar

6


Document findings of action research papers 6

Jumlah 90

Assessment Course work 100%

Main Reference Fraenkel, J.R.; Wallen, N.E.(1990). How to Design and Evaluate Research in Education. USA, McGraw-Hill

Jones, J. (2005). Management Skills in School. London: Paul Chapman Publishing.

Additional Reference

McNiff, J. (1995). Teaching as Learning: An Action Research Approach. London: Routledge.

Miles, M.B. and Huberman,A.M. (1994). Qualitative Data Analysis. Second Edition, London: Sage Publications.

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Matematik Major

Documents

Transcript of Matematik Major