Pendekatan Dan Strategi Pengajaran

8/12/2019 Pendekatan Dan Strategi Pengajaran

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PENDEKATAN DAN

STRATEGIPENGAJARAN

M ENANGANI PENGUASAANKEM AH I RAN M ENGI RA

OlehSanthi Per iasamy


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A thought to ponder on!!!

When a child cannot readhe/she is deprived ofinformation.. When a child cannot write

he/she is unable to expressthoughts.


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And when a child is notable to count????....


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He/she is deprived of toolsto handle and solve issues

and problems in dailysituations.


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Some work for you!

List and state the problemspupils face, with counting

based on your personalexperience

Why do theseproblems exist?


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What problems do pupils in the primaryschool face with regards to counting?

Pupils are not familiar with numbernames

Pupils are not able to say numbers insequence.Pupils do not know how to count usingone to one correspondence Pupils mix-up cardinal numbers withordinal numbers.
http://localhost/var/www/apps/conversion/tmp/scratch_2/One-to-one.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/CARDINAL%20AND%20ORDINAL%20NUMBERS.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/CARDINAL%20AND%20ORDINAL%20NUMBERS.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/One-to-one.doc


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What is counting all about

anyway?

Counting is a pre-requisite skill formany of the topics in the primaryschool Mathematics Curriculum.Pupils need to count in order to be ableto:


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What do pupilscount?


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andwhat are these

numbers?

Numbers


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There are three types of

numbers and they are

differentiated through

their uses


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Cardinal Use of Numbers

Cardinal numbers refer to the quantity ofa setThe cardinal aspect of number is the ideathat when a set is counted, the lastnumber named is the total number ofobjects in the set

Example: A child counts the beads on atray and says there are seven beads.


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Ordinal Use of Numbers

Ordinal means order Used to denote the order of an object

Examples of expressions using Ordinal Numbers:

1. Rashdi finished first2. Shoba came in third in the race3. This is the fourth time the phone is ringing since

8pm4. Hari Raya is on the 24 th of October.


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Nominal Use of Numbers

Nominal means name Nominal numbers are used to name objects; toidentify objects

Example:1. Numbers to identify houses on streets

2. Postal code3. Car registration numbers etc.


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So which numbers do pupils use in counting?


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Cardinal

numbers!!!To know the amount or

quantity in a set.


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What quantities dopupils count?


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Pupils count discreet objects .

Discreet objects are those that can be countedto find out how many in a set or group. Eg:How many people are there in your family?How many biscuits do you have?Pupils cannot count continuous objectsContinuous quantities measure the how much .Eg: how much milk did you drink? How longdid it take you to do your homework?


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As such pupils must bethought to see thedifference between

how many and

how much


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How and for whatreasons do pupils

count?


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Types of countingRote Counting

Rational countingCounting all, counting on

Counting backSkip Counting


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Rote Counting

Simply reciting number name sequence incorrect orderSome children learn the number sequence to

20 and beyond, maybe even 100 but they maynot be able to count numbers even up to 20Some children may count an object twice ormaybe not count some at all.This is because they do not establish a one -to-one correspondence between number namesand objects.


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Rote learners sound

like they know howto count but theymay incorrectlycount the items in aset because they do

not make one-to-onecorrespondence


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Rational Counting

The actual way of bringing meaning to countingAccording to Gelman and Galistel (1978),children who can count rationally would be ableto

- recite the number word sequence (ie.One, two, three..)

- make one-to-one correspondence as they count- realise that the last number they say represent

the total number.
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To test the last capability, after a

child has counted a set of eightobjects, ask the child to show eight blocks. Does the child point to thelast block counted or to the set ofeight blocks?

Which is right? Why?If the child had pointed to the last

block what does that imply?


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How do weengage pupils in

counting in aneffective

manner?


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Provide pupils with plenty of opportunities forcounting.Set objects in a linear fashion; beads in astring, blocks in a row, etc.Show them how to organize things whencounting, to avoid errors; they can be told tomove things to one side when they finishcounting

Children can also be asked to count a set ofobjects twice to see if they arrive at the samenumber.


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When children know the

number name sequenceto at least 20 and can

count objects they can be engaged in moresophisticated activities.


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Counting All and Counting On

To differentiate counting on fromcounting al l .

Counting all- one, two, three, four,five, six.seven, eight, nine, ten

Counting on- six, seven, eight, nine,ten


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So, how should pupils count?Why?

In what way will it develop theirnumber sense?

How will counting-on help them in

other skills?


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Counting on is the initial

idea and foundation forAddition


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So, counting back is theinitial idea and foundation

for Subtraction


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Skip Counting

Counting by multiples of a certain number. Egskip counting by 5; 5, 10, 15, 20,. Pupils are encouraged to count groups ofobjects firstThis will help pupils count big amount ofobjects in a systematic way

What concept/skill does skip counting leads pupils on to?


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Skip counting is the initialidea and foundation for

Multiplication


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Conclusion


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When pupils are engaged incounting activities they

must be aware about thereason for counting:


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They can count to find outthe number of objects in aset


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They can count a big amountof objects in an easy andsystematic manner


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They can linkcounting toother

mathematicaloperations suchas addition ,

subtraction andmultiplication


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When all the aspects discussedare taken into account, then

most problems that pupils facewith counting can beaddr essed .

Wishing you all thebest!!!!

And.thankyou !


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An activity for you!!!!


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The story of AdamAdam is a year one pupil. He was a cheerful child inschool except when it came to mathematics!!!! Washis math teacher helpful in making Adam likemath???.....Oh! We really hope so. Anyway when Adam is given pictures of a collectionof objects he rarely gives the correct number ofobjects; its either more or lesser than should be.Adam is also not able to pronounce number namessuch as three and six. He would say thee and sick !And to top it all he cant write out the number namesfor numbers between 11 through 20!!


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And.Adam comes to you for help!!!

Suggest a step- by step clinicalassistance that can be rendered toAdam to rescue from the trouble he isin.

Take into account the priority in skillsthat need to be give emphases to.

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Pendekatan Dan Strategi Pengajaran