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MTES3063 Review 1

The document discusses ways that a mathematics teacher can apply values like rationalism and openness in their teaching, and provides examples of routine and non-routine mathematics problems. It also examines the roles of teachers in implementing School Based Assessment and compares formative and summative assessments. The final section discusses how creativity and innovation can help teachers develop mathematical thinking in students.

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Minache Nedunjelian
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61 views5 pages

MTES3063 Review 1

The document discusses ways that a mathematics teacher can apply values like rationalism and openness in their teaching, and provides examples of routine and non-routine mathematics problems. It also examines the roles of teachers in implementing School Based Assessment and compares formative and summative assessments. The final section discusses how creativity and innovation can help teachers develop mathematical thinking in students.

Uploaded by

Minache Nedunjelian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Review 1

MTES 3063 :Primary School Mathematics Curriculum Studies

Section A:
Answer all questions.

1a. Mathematical values are categorized in six categories which are


rationalisme, empiricism, control, progress, openness and mystery.
Suggest two ways in which a mathematics teacher can apply the values of
rationalism and openness in the teaching and learning of mathematics.
Answer: Rationalism is emphasizing argument, reasoning, logical
analysis, and explanations. As an instance, teacher can apply the values
of rationalism through encouraging debate and discussion as it involves
students to explain their answers. Openness emphasizes the
democratization of knowledge, through demonstrations, proof and
individual explanations. So, teacher can apply the values of openness
through encourage contrast of opinions as it can develop student
articulation skills.

1b. Trends in standard-based education affect the development of the


mathematics curriculum in Malaysia.
Give three reasons the primary school mathematics curriculum is
formulated based on standards.
Answer: The Principles and Standards document released by
NCTM provides a vision for all teachers and students to improve
the quality of future mathematics education. One of the reason the
primary school mathematics curriculum is formulated based on
standards is serve as a resource for teachers, educational leaders
and policymakers. Next, it also guide the development of curriculum
frameworks, assessments and instructional materials. Furthermore,
it stimulate ideas and ongoing conversations at all level how to help
students gain a deeper understanding of important mathematics.
(10 marks)
2. In the mathematics curicullum structure, problems solving skills is
introduced to solve routine and non-routine problems. Problem solving
skills can also inculcat mathematical values among pupils.
a. With examples explain routine and non-routine problems in primary
school curriculum.
Answer: Routine problem solving involves using at least one of the four
arithmetic operations or ratio to solve problems that are practical in
nature. Example: Kavya has 20 oranges. She gave some to her friend.
Now she has 12 oranges. How many did she give to her friend? Non-
routine problem solving is any complex problem that requires creativity
by using various ways to solve it. Non-routine problem solving requires
Higher Order Thinking Skills (HOTS). Example: There are 45 questions
in an examination. For every correct answer 5 marks will be given and
for wrong answer 3 marks will be deducted. Aiman scored 185 marks.
How many correct answers did he give?

b. By using suitable examples, explain how problem solving in


mathematics can help to inculcate mathematical values among pupils.
Answer: Problem-solving allows students to develop understanding and
explain the processes used to arrive at solutions, rather than
remembering and applying a set of procedures. Problem
solving encourages students to believe in their ability to think
mathematically. For example, students are learning how to multiply a
two-digit number by a one-digit number, and the story problem is
multiplication problems. So, they can clearly see that they can apply
mathematics in learning to find the solution to a problem.
(10 marks)

3. The Malaysia education system is overly exam orientated. Hence, the


Cabinet Meeting dated 17 th December 2010 has agreed that the School
Based Assessment (SBA) be implemented as part of the Education
Transformation Programme.
a. Discuss two roles of teachers in implementing SBA.
i. Teachers need to assess each student based on the performance level
after teaching and learning each standard.
ii. Teachers limits the class size into smaller size as reduces the time
needed to assessed each student and student with different mastery
level.

b. Compare and contrast the two different forms of assessment found in


SBA.
Answer:

Formative Summative
assessment assessment
SIMILARITIES
 Both assessments identify student strengths and weaknesses in learning
 Both assessments are used to monitor the overall progress of students
 Both assessments help teachers to plan and modify teaching methods

DIFFERENCES
Aimed at providing Purpose Aimed at documenting
information for student performance at
corrective measures to the end of a lesson
be made during
teaching to improve
student learning.
Quizzes, Exercises, Method Pencil and paper test,
observations, practical oral or practical tests
sessions
Worksheets, quizzes, Sample  Monthly test
exercise, observation,  Semester test
checklist, homework  Final examination
assignment

(10 marks)
Section B
Answer one question.
1. Creativity and innovation are added values emphasised in the KBSR
primary school mathematics aimed to produce pupils with mathematics
thinking. Creativity and innovation can be achieved through learning
areas, processes, skills and values.
By providing four relevant examples, discuss how creativity and
innovation can help the teacher produce pupils with mathematical
thinking.
Answer:
Creativity is the ability to make or otherwise bring into
existence something new, whether a new solution to a problem, a
new method or device, or a new artistic object or form meanwhile
innovation is doing something different or it can be explained as s
new idea, product, device or novelty.
Creativity and innovation in Mathematical Thoughtful Learning
encourages teachers to produce pupils with mathematical thinking.
Mathematical Thoughtful Learning focuses on the quality of pupils to
be produced through the national mathematics education system.
The aim is to produce creative and innovative individuals as well as
fulfill the requirements of the 21st century. The nation’s ability
depends on its human capital who would be able to think and
generate ideas.
Mathematical Thoughtful Learning is divided into four aspects
which are learning area, attitude and values, process and skills. First
of all is attitude and values. Learning area is divided into five
aspects which are numbers and operations, relationship and
algebra, discrete mathematics, measurement and geometry and
statistics and probability,
https://drive.google.com/drive/folders/
1Ck3cmHkW1BweKkIvIQzKNQPgsmeSUiQx

(20 marks)
2. Cikgu Linda is appointed the Head of the Mathematics Panel. Being a
profesional teacher, she has attended various courses related to teaching
and learning mathematics from time to time.
Justify with examples ways she can use the acquired knowledge to
improve her professsional development and colleagues in the teaching
and learning mathematics.
(20 marks)

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