EDU 3046

PENGAJARAN, TEKNOLOGI DAN PENAKSIRAN 1

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LEARNING OUTCOME:

Describe the teaching standards for teaching mathematics

National Council of Teachers of Mathematics (NCTM) USA

Curriculum and Evaluation Standards for School Mathematics (1989)

Professional Standards for Teaching Mathematics (1991)

Assessment Standards for School Mathematics (1995)

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Mathematics

1. Mathematical learning experiences

2. Knowledge of mathematics

3. Knowledge of school mathematics

Educational Foundations

1. Knowledge of how students learn mathematics

2. Knowledge of students3. Knowledge of assessment

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Teaching

1. Planning for and teaching mathematics

2. Mathematical teaching experiences

3. Dispositions toward teaching mathematics

Responsibilities for Professional Development

1. Teachers’ responsibilities2. Schools’ responsibilities3. Colleges and universities’ responsibilities4. Professional organizations’ responsibilities

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Ministry of Education

Pusat Perkembangan Kurikulum (The Curriculum Development Centre)

Bahagian Pendidikan Guru (The Teacher Education Division)

Bahagian Jemaah Nazir (The Federal Inspectorate of Schools)

Bahagian Buku Teks (The Textbook Division)

Bahagian Teknologi Pendidikan (The Educational Technology Division)

Bahagian Sekolah (The Schools Division)

Lembaga Peperiksaan Malaysia (The Examinations Syndicate)

Bahagian Perancangan & Penyelidikan Pendidikan (The Educational Planning and Research Division)

Bahagian lain-lain

Ministry of Higher Education

Bahagian Matrikulasi (Matriculation Division)

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4 main roles for mathematics teachers:

1. To create a classroom environment that supports teaching and learning mathematics

2. To set goals and select or create mathematical tasks that help students achieve these goals

3. To stimulate and manage classroom discourse so that students and teachers are clearer about what is being learned

4. To analyze students learning, mathematical tasks, and the environment in order to make ongoing instructional decisions.

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Respecting and valuing students’ ideas and ways of thinking

Providing and structuring the time necessary to explore mathematics and grapple with ideas and problems

Providing the context necessary for developing mathematics proficiency

The teacher of mathematics should create a learning environment that foster the development of students’ mathematical power by:

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Sound and significant mathematics

Knowledge of how students learn mathematics

Engage students’ intellect.

Foster students’ understandings of concepts and procedures.

Help students develop a coherent framework for mathematical ideas.

Stimulate students to make connections.

Entail problem formulation, problem solving, and mathematical reasoning.

Promote communication about mathematics.

The teacher of mathematics should pose tasks that are based on:

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Computers, calculators, and other technological aids

Concrete materials used as models

Picture, diagrams, tables, and graph

Invented and conventional terms and symbols

Metaphors, analogies, and stories

Written hypotheses, explanations, and arguments

Oral presentations and dramatizations.

The teacher of mathematics, in order to promote discourse, should encourage and accept the use of:

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Posing questions and tasks that provoke and challenge students’ thinking.

Asking students to clarify and justify their ideas.

Deciding what to pursue in depth from among the ideas that students bring up during a discussion.

Deciding when to provide information, when to clarify an issue, when to lead, and when to let students struggle.

Monitoring students’ participation in discussions and deciding when and how to encourage each students to participate.

The teacher of mathematics should orchestrate discourse by:

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Initiate problems and questions.

Make conjectures and present solutions.

Respond to and question the teacher and one another.

Use a variety of tools to reason, make conjecture, solve problems, and to communicate.

Rely on mathematical evidence and argument to determine validity.

The teacher of mathematics should promote classroom discourse in which students:

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Observing, listening to, and gathering other information about students to assess what they are learning.

Examining effects of the learning environment, tasks, and discourse on students’ mathematical knowledge, skills, and dispositions.

The teacher of mathematics should engage in ongoing analysis of teaching and learning by:

In order to

• challenge and extend students’ ideas.

• Adapt or change activities while teaching (reflection-in-action)

• Make plans, both short- and long-range (reflection-on-action)

• Describe and comment on students’ learning to students’, parents, and administrators.

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• Problem Solving in Mathematics

• Communication in Mathematics

• Reasoning in Mathematics

• Mathematical Connection

• Application of Technology

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Element 9: Teaching and Learning

•Peneguhan

•Latihan dan Tugasan

• Pemeriksaan Latihan dan Tugasan Murid

• Penutupan

•Hasil Kerja Murid

• Pengurusan Kelas

• Perwatakan Guru

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• Rancangan Pengajaran Tahunan

• Rancangan Pengajaran Harian

• Set Induksi

•Penyampaian/Perkembangan Pengajaran

• Teknik Penyoalan Guru

• Penglibatan Murid