nota matematik minggu 3

8/3/2019 nota matematik minggu 3

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Class management1. An important aspect in teacher s

teaching technique2. Involve three aspects:people ,material

and operations .3. People relationship between teacher

and students;relationship between students andstudents

4. Material refers to all equipment andfacilities in a classroom; arrangement of

table and chairs, equipment,learning

space etc aim is to provide a conduciveatmosphere for learning

5. Operation refers to all activities in theclassroom ; good operation

management ensures all activities run

smoothly.


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People managementTeacher plays an important role

because

teachers are leaders of studentsTeacher can choose one of the

following

types of class control:

autocratic

laissez faire


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guided.Start early to manage

your classroomSet the tone for your mathematics

classroom

early in the year

Some rules and guidelines need to

be developed,

teachers and students

Areas to consider establishing rulesare:

pencil sharpening, working in small

groups,

moving materials around etc.Rules need to be brief, flexible and

cooperatively


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developed by students and

teachers.Material management

Ensure a comfortable environment

ample space

for students to do activities; adequate

number of

teaching aids

The arrangement of tables andchairs must be

suitable for learning activities , either

whole class

or group work


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Arrangement of teaching and

learning aids must

be done with students.Utilize

Bulletin Boards

Bulletin boards can enhance a

mathematicsclassroom

Interesting topics such as

info about famous mathematicians

or

mathematics in daily life and

seasonal topics

related to mathematics can serve as

source


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material

photographs of children doingmathematics,

cutouts of various shapes and

samples of

children s work

maybe descriptive or

functional.Learning space

For big classes, have various space to

accommodate for activities, reading,

mathematics

etc. For small classes can integrate

those spaces to

become an all purpose space.


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These spaces enable teachers and

students to use

learning kits , do activities and keep

learning aids.Operation

management

Student centred andactivitiesoriented

Adapt regular classroominstructionfor the special needs of

individuals


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Group students who need

help on aparticular point

Work with individuals in

smallgroups or one-on-one.Nineways that curriculum and

instruction can

be adapted for students who havespecial

needs

These students might include gifted,learning

disability and physical handicap.


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Deciding which type(s) of adaptation

are

appropriate for a given student is amatter of

teacher s familiarity with three

things:

(i) the individual student and his/herspecial need

(ii) the activity and its subject-content

demands

(iii)options available for adaptations,modifications

or accommodations.Nine types

of adaptationSize adapt the number of items that the

learner is expected


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to learn or complete, e.g. reduce the number

of terms

Inputadapt the way instruction is delivered

to the learner,

e.g. use different visual aids; plan more

concrete examples;

provide hands-on activities; place students in

cooperative

groups

Participation adapt the extent to which a

learner is actively

involved in the task.Nine types ofadaptation

Time -- adapt the time allotted and allowed

for learning, taskcompletion, or testing, e.g. individualize a

time line for


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completing a task; pace learning

differently(increase or decrease)

for some learnersDifficultyadapt the skill level, problem type

or the rules on

how the learner may approach the work, e.g.

allow the use of

calculator to figure maths problems; simplify

task directions;

change rules

Alternate goals adapt the goals or outcome

expectations whileusing the same materials, e.g. expect one

student to be able to

use cuisenaire rods for addition while others

learn to determine

missing addend.Nine types ofadaptation


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Level of support -- increase the amount of

personal assisstance

with a specific learner, e.g. assign peerbuddies, peer tutors or

cross-age tutors

Output -- adapt how the learner can respond

to instruction, e.g.

instead of answering questions in writing,

allow a verbal

response; allow students to show knowledge

with hands-on

materials

Substitute curriculum provide different

instruction and

materials to meet a learner s individual

goals.Language ofmathematics


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Mathematics as a languagehas vocabulary,syntax and symbolism all itsown.- words or phrases used ineveryday

conversation may be used inmathematics with different,moreprecise meanings , e.g.

product- symbolism such asequations or graphshelps clarify concepts and

promoteunderstanding..Communicatio

n


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Language is a powerful

tool for organizing

thinking aboutmathematical ideas

Important for students to have many

experiences with

talking and writing about mathematics

describingand writing about mathematics.Also

important that students are often on the

receiving end: hearing about, reading

about and

listening to the descriptions and

explanation of

others.Two way communication

about mathematical ideas

Helps students identify, clarify,organize,


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articulate and extend their

thinking.Reflection CommunicationThink deeplyabout ideas

Deepen

understanding

Communicate

even moreclearly

Share ideas with

others.Communicate their

mathematicalthinking in a variety of modes

Pictures

Gestures

Graphs


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Charts

Symbols

Words (both spoken and

written).Power of visuals incommunicating

about mathematicse.g

Odd numbers Even numbers

Non verbal communicationis often very useful in

promoting learning.Phases of

communicationStudents start off using symbolsand expressions


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that they have made up on theirown

Over time, with more experienceand practice,students learn to use conventionaland more

precise language to express theirideas

ORALLY WRITTEN.Writing

provides students with

opportunities to review, reiterateand

consolidate their thinking

Open-ended writing as a

follow-up to alesson.


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e.g What did you learntoday?Mathematics journalsencouraged to writeabout such questions asWhat am I puzzled

about? and What mistakesdo I make and

why?.Write their own word

problemsIt is often important for the teacherto specifycertain goals or constraints for thetask.

e.g. write a word problem thatmatches a given


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mathematical statement numbersentence

or figure

write a word problem for 250 5 =50

write a comparison word problemfor 12 - 8= 4

write a word problem for the

following bargraph..Have them describe

their solutions

to problem solving activitye.g. Solve the following problemand


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explain your solution.

It takes about 3 minutes to saw

through a log. How long will it

take to

saw the log into 4

pieces?.Describe a procedureor processe.g. How did you get thefollowing sum?

26 + 15 = 41

Connections between and

among ideas

e.g. Explain why , .25 and 2tenths + 5


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hundreths are names for thesamequantity?4

1.Micro Teaching

Teaching technique that uses five tofifteen minutesto teach a certain skill for a group ofstudents(between 5 to 10 )

Purpose is to develop teacher skillsthat are relatedto teaching and learning activities inthe classroom

Skills might include induction set,

conceptdevelopment, questioningtechniques,


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consolidation techniques, use ofteaching aids and

making conclusions/plenarysessions.

In mathematics, problem posing andconcept

teaching skills are important.Stepsin micro teachingTrainee teaches a small group ofpupils 5-15

minutes with video recordingTrainee plans lesson

Trainee chooses a specificskill.Analysis session betweenlecturer and trainee

Trainee teaches a different groupof students


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Trainee reviews lesson plan basedon comments

After session, lecturerdiscusses strengthsand weaknesses based on

video.Macro Teaching

It encompasses a full lesson

whereby the

process of teaching and learning

occurs

Three main levels introduction

of lesson,


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development of lesson and

closure of lesson.Introductionof lesson

Sometimes referred to as set

induction- use of concrete materials- history of mathematics- challenging problem

- inform the topic or objectiveof lessonfor the day- using students prequisite

knowledge.Concept or SkillDevelopment


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Use of teaching aids andconnect to students

prior knowledge

Approaches- practical work,inquiry-discovery,

induction,deduction,questioningDevelopment

of concept and

mastery ofskills

1. Development of concept(from concrete to abstract)

2. Mastery of skills (operationsand solving strategies)


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3. Problem solving.Lesson

ClosureStrategy to bring students to end oflesson

Students can review what has beentaught

Consolidation activities- use of aids- questioning

- written tasksworksheets/textbook;wholeclass, groupwork and given ashomework-discussion of students work

/product

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