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Study of Malaysian MathematicsStudy of Malaysian Mathematics
CurriculumCurriculum
Study of Malaysian MathematicsStudy of Malaysian Mathematics
CurriculumCurriculum
AB. RAZAK BIN SALLEHAB. RAZAK BIN SALLEHMathematics DepartmentMathematics Department
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Emphases in Teaching andLearning
The Mathematics curriculum isordered in such a wa so as to ive
flexibility to the teachers to createenvironment that is enjoyable,
meaningful, useful and challenging forteaching and learning.
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On completion of a certain topic and in deciding toprogress to another learning area or topic, thefollowing need to be taken into accounts:
The skills or concepts acquired in the new learningarea or topics;
Ensuring that the hierarchical or relationshipe ween earn ng areas or o cs ave een
followed through accordingly; and
Ensuring the basic learning area have or skills
have been acquired or mastered beforeprogressing to the more abstract areas.
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the teaching and learning processemphasise concept building, skillacquisition as well as the inculcation
of positive values. Besides these,there are other elements that need
to be taken into account and learnt
through the teaching and learningprocesses in the classroom.
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the main emphasis or the pillars are:
1. Problem solving in maths
2. Communication in maths.
4. Mathematical connections
5. Application of technology
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1. Problem Solving in Maths
- Exists in 3 different modes:a. Content
b. Ability
c. Learning approach
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The commonly accepted model forproblem solving is 4-step algorithms:
Understanding the problem
Carrying out the plan
Looking back at the solution
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Try a simpler case
Trial and improvement
Draw a diagram
Identifying patterns and sequences
The strategies are:
Make a table, chart or systematic list
Simulation
Make an analogy Working backwards
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Problem solving is the ultimate of
mathematical abilities to bedeveloped amongst learners ofmathematics. Being the ultimate of
abilities, problem solving is built uponor other mathematical abilities whichare less complex in nature.
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Abilities such as calculation,
measuring, computation andcommunication are well developedamongst learners because these
abilities are fundamentals of problem.
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People learn best through experience.
Hence mathematics is best learnt throughexperience of solving problems.
One example is problem-based learning isan approach where a problem is posed at
the beginning of a lesson. The problempose s care u y es gne o ave e
desired mathematical concept and abilityto be acquired by learners during the
particular lesson.
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2. Communication in Mathematics
Communication is a way to share ideas andclarify the understanding of Mathematics.Through talking and questioning,mathematical ideas can be reflected upon,discussed and modified. The process of
reason ng ana y ca y an sys ema ca ycan help reinforce and strengthen pupilsknowledge and understanding ofmathematics to a deeper level. Througheffective communications pupils willbecome efficient in problem solving and beable to explain concepts and mathematicalskills to their peers and teachers.
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Pupils who have developed the above
skills will become more inquisitivegaining confidence in the process.Communication skills includes readingand understanding problems,
interpreting diagrams and graphs,mathematical terms during oralpresentation and written work, also
listening skills involved here.
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Communication in maths through the
listening process occurs when individualsrespond to what they hear and thisencourages them to think using theirmathematical knowledge in making
decisions. ,process takes place when an individualcollects information or data and
rearranges the relationship between ideasand concepts.
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Communication in maths through the
visualization process takes placewhen an individual makes observation,analyses it, interprets andsynthesises the data into graphicforms such as ictures dia rams
tables and graphs.
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The following method can create an
effective communication environment: Identifying relevant contexts associatedwith environment and everyday lifeexperiences of pupils;
Identifying interests of pupils; Identi in teachin materials
Ensuring active learning; Stimulating meta-cognitive skills;
Inculcating positive attitudes; and Creating a condusive learning environment
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Oral communication is an interactive
process that involves activities likelistening, speaking, reading andobserving. It is a two-way interactionthat takes place between teacher-
pupil, pupil-pupil, and pupil-object.and reason about maths and to tellothers the results of their thinking,
they learn to be clear and convincing.
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Listening to others explanations gives
pupils the opportunities to develop theirown understanding. Conversations in whichmathematical ideas are explored frommultiple perspectives help sharpen pupils
thinking and help make connections.develop a language for expressingmathematical ideas and appreciation of theneed for precision in the language.
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Some effective and meaningful oral
communication techniques in mathematicsare as follows:
Story-telling, question and answer sessionsusing own words;
Asking and answering questions; Structured and unstructured interviews;
Discussion during forums, seminars,debates, and brain-storming sessions;and
Presentation of findings of assignments.
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Written communication is the process
whereby mathematical ideas andinformation are shared with othersthrough writing. Examples are:
Doing exercises;
Keeping scrap books; Keeping folios;
Undertaking projects; and
Doing written tests.
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Representation is a process of analysing a
mathematical problem and interpreting itfrom one mode to another. Mathematicalrepresentation enables pupils to findrelationship between mathematical ideas
that are informal, intuitive and abstract.realise that some methods ofrepresentation are more effective anduseful if they know how to use theelements of mathematical representation.
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3. Mathematical Reasoning
Logical reasoning or thinking is the basisfor understanding and solvingmathematical problems.
The development of mathematical reasoning
is closely related to the intellectual andcommunicative develo ment of the u ils.Emphasis on logical thinking during
mathematical activities opens up pupilsminds to accept maths as a powerful tools
in the world today.
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Pupils are encouraged to predict and do
guess work in the process of seekingsolutions. Pupils at all levels have to betrained to investigate their predictions orguesses by using concrete materials,calculators, computers, mathematical
representation and others. Logicalof mathematics so that pupils canrecognise, construct and evaluatepredictions and mathematical arguments.
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4. Mathematical Connections
Pupils should be able to create a linkbetween conceptual and procedural
knowledge and relate topics inareas.
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The math curriculum consists of several
areas such as arithmetic, geometry,measures and problem solving. Withoutconnections between these areas, pupilswill have to learn and memorise too many
concepts and skills separately.see math as an integrated whole ratherthan a jumble of unconnected ideas.
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Teachers can foster connections in a
problem oriented classrooms by havingpupils to communicate, reason and presenttheir thinking.
When these math ideas are connected with
real life situations and the curriculum,application of mathematics. They will alsobe able to use math contextually in
different learning areas in real life.
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5. Application of Technology
The application of technology helpspupils to understand mathematical
concepts in depth, meaningfully andmathematical concepts.
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The use of computers, calculators,
educational software, websites andavailable learning packages can help toupgrade the pedagogical skills in theteaching and learning of math.
The use of teaching resources is very.ensure that pupils absorb abstract ideas,be creative, feel confident and be able
to work independently or in groups.
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Most of these resources are
designed for self-access learning.Through self-access learning, pupilswill be able to access knowledge orskills and information independentlyaccordin to their ace. This will
serve to stimulate pupils interestsand responsibility in learning
mathematics.
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THANK
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