SEMESTER SEPTEMBER/ 2011
TEACHING MATHEMATICS IN FORM ONE
MATRICULATION NO :
IDENTITY CARD NO. :
TELEPHONE NO. :
LEARNING CENTRE :
Mathematics is knowledge that comes from observation on nature. Mathematics is a logic system that shows the formula that creates the language of Mathematics such as symbols, rules and operations.
Mathematics is a way of thinking that is used to expand on reasoning and reach to a conclusion from the existence of the universe. Mathematics is also interpreted as an art form, because it contains its language and patterns in an interesting shapes.
A character in Mathematics is Mathematics contains language, symbols and operations. The basic of the language system is the grammar. In the Mathematics language, the grammar consists of rules, theorems and formula that connect the symbols.
Learning and teaching is the concern of the teacher. Learning is defined as a change in disposition; a relatively permanent change in behaviour overtime and this is brought about by experience. Learning can occur as a result of newly acquired skill, information, perception, facts, principles, new information at hand etc. Adeyanju, (1997). Learning can be toughened with learning aids of different selection because they stimulate, encourage as well as arrest learner’s attention for a while during the instructional procedure.
Learning aids are instructional resources and devices through which teaching and learning are done in schools. Examples of learning aids comprise of visual aids, audio-visual aids, real objects and many others. The visual aids are designed equipment that may be locally made or commercially produced. They come in form of wall-charts illustrated pictures, pictorial materials and other two dimensional matter. There are also audio-visual aids. These are teaching machines like radio, television, and all sorts of projectors with sound attributes.
It is interesting to note that a large fraction of trained teachers and those undergoing professional training courses can teach with some of the learning aids. They do so consciously because they know that the use have helpful effect on learning outcomes as their cognate experiences during teaching practice supervision reveals.
Validity and Reliability
Experts who are senior colleagues in the ground of educational technology, in educational resource centre and department of psychology and learning made content and construct as well as face validity of a questionnaire. prior on a sample of fifteen (15) non-participating teachers responses were studied to test for the dependability of the survey yielded was found to be high enough to make the questionnaire items dependable.
The questionnaire items were disseminated to selected teachers, who gave punctual attention to the job of completing the questionnaire. While the subjects of study were active in completing the questionnaire, an on the spot-checking of types, quality and relevance of (IM) were assessed.
Studies on teacher education and use of instructional materials have been carried out and reported by several investigators including those of Lynne (1982) Agun and Okunrotifa (1977), Agun (1986) Akanbi and Imogie (1988), Adeyanju (1986; 1988 and 1999) Agun (1986) pointed out the need for progress of skills by teachers undergoing their education so that they could be able to use a wide variety of instructional resources adequately well. Akinola (1988) on use of Modern Teaching Aids/new technologies to support teaching.
The various researchers found that teachers who are skilled and untrained, use some form of materials to teach their lessons. On the other hand, the significance of the choice of instructional material types that were used and the quality of the instructional material types that teachers use have not been investigated. This is what the present study wants to investigate.
Some investigators claim that whenever they taught with some of the learning aids, their students get more stimulated because the learning aids help them (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach. As a result, students participate better in class activity.
A teaching aid is a tool used by teachers, facilitators, or tutors to aid learners get better in reading and other skills, illustrate or strengthen a skill, detail, or idea, and reduce anxiety, fears, or monotony, since many teaching aids are like games.
Teaching aids is the equipment used by teachers to make students learn better. It is very important in the learning process. It is because it helps pupils relate the Maths lesson with their life. It also helps pupils apply Maths in their exercises, in science, industry and commerce. Teaching aids makes knowledge important, helps students make generalisation, pupils can think about the concept and think logically. A few characters of good teaching aids are it encourages students to expand their thinking, especially in Maths. Biggs(1972) says teaching aid in maths can encourage students to explore maths, guide pupils and lead them to the process of learning. Dewey (1996) mentions a good teaching aid can be played while learning to mature pupils in learning especially involving problem solving. Teaching aids enable student oriented activities to be conducted. It also strengthens pupils understanding in a certain topic taught. It helps in knowledge expansion in the future.
In this assignment, I have selected a topic named Solid Geometry. In this topic there are many shapes such as cube, cuboid, pyramid, cylinder and sphere. These shapes can be found around the pupils, and they are a part of the students’ background schemata. From this Solid Geometry, I have chosen 2 shapes that are cube and cuboid. I have to impart knowledge that a cuboid is a box-shaped object. It has six flat sides and all angles are right angles. And all of its faces are rectangles. I also must teach the students that a cube is a six sided 3 dimensional figure in which all the faces are square, a cuboid is the same except that some of the faces are rectangles. The students must know that it is also a prism because it has the same cross-section along a length. In fact it is a rectangular prism.I also must define geometry and measurement.
I take this lesson from Solid Geometry Chapter 12, page 144 of Maths form 2 school textbook. There are many references that I have used when doing this subject.
DAILY LESSON PLAN
Class : Form 1 Delima
Time : 8:00- 9:20 am
- At the end of the lesson, students are able to name and spell correctly the prisms such as cube and cuboid when they see them in the form of a relia or picture.
- At the end of the lesson pupils are able to tell are the edges and the faces of a cube and cuboid.
- At the end of the lesson pupils are able to make nets using manila card for cube and cuboid.
Respect, Independence and confidence
Whiteboard, 2 cubes, manila cards, scissors, ruler and cellophane tape.
Pupils already learnt how to measure using ruler in cm,
Measuring the edges of a cube and cuboid.
Use the knowledge to make a net, either of a cube or a cuboid. a net.
The pupils are greeted and they are told that if they answer the questions correctly, then teacher gives presents for them.
They are shown three shapes wrapped like presents.
Students are asked about the presents, the presents are shown to them.
e.g: What is the shape of this present?
Teacher asks the students:
What is this ?
(If they cannot answer, teacher writes on the black board)
Step 1(15 mins)
Recognising the new terms
Use cube to discuss the new terms
Use cuboid to discuss the new terms
Fill in the blanks:
Let them answer
This is a cube.
Teacher explains that a cube is a six sided 3 dimensional figure in which all the faces are square.
Let them answer
Teacher explains that a cuboid is a box-shaped object. It has six flat sides and all angles are right angles and all of its faces are rectangles.
What is this ?
(teacher runs finger to the edge of the cube).
If they cannot answer, teacher gives a hint:
This is the _d_e
Let them try.
This is called the edge
What is this ?
(teacher runs finger to the face of the cube).
Teacher gives a hint:
This is the f_c_
Let them try.
This is called the face
Writing board, cube and cuboid that teacher uses.
Time:Step 2(20 mins)
Measuring the edges
Use one cube and then the cuboid to describe the method how to measure.
The students are told of the importance of be able to measure a 3 dimensional shape.
The cube is shown to them, and they are asked how many face this cube has.
They are asked how many edges this cube has.
Their answers are written.
This cube has 6 faces.
This cube has 12 edges.
They are shown how to measure the length of an edge.
One cube is held, and teacher uses a ruler to measure one edge. The measurement is written in the white board.
e.g.: The measurement is 5 cm.
Then, teacher draws all the 6 faces flat on the board and writes the measurement as well.
Time:Step 3(20 mins)
Building the net and measuring the area.
Use the manila card, scissors to build the cube’s net.
They are shown on how to measure.
They are asked what is this (teacher holding the cube’s net and shows to pupils), They are shown the net of the cube and they are asked on the importance of the net. The students are introduced to the term ‘net’.
Then, teacher tells it is a cube and tells why a net is important.
The students try out to measure the edge of the cube they have.
They draw the cube’s net onto the mah-jong paper using the exact measurement i.e. 5 cm.
They cut out the net and put on the desk.
They are shown how to measure all the edges.
1) One edge is 5 cm
2) How many edges: 14
3) 5 cm X 14 = 70 cm
They are shown how to measure the area of one face.
One face area:
5 cm X 5 cm=25 cm
They are shown how to measure the area of one face.
How many faces :There are 6 faces.
So, 25 cm X 6=150 cm
The students try the step by step calculation and write in the book.
Mah-jong paper, scissors.
Time:Step 4(20 mins)
Presenting a cube or cuboid.
Students practise the knowledge, that is they are given a cube, they must measure the cube, edges, count the faces, and create a net for it.
They are given scissors, a ruler, ¼ manila card and a cube.
They are given a worksheet and they answer the questions,
Colour the edges red.
Colour the faces yellow.
How many sides does the cube has ?
How many edges does the cube has?
They tell the class the shape they are holding . They explain how many edges, faces, of the cube and they show the net they have prepared.
The lesson is concluded.
One cube for each group
In order to fulfil this assignment question, I have chosen 10 respondents from 1 Delima class. I also chose 3 Mathematics teachers from one school in Jasin district. I want to know their respond how good is the teaching aid I have devised. If they give comments, then I want to make improvements. To know their comments, I have distributed survey form (likert scale) to the students and teachers. The same survey questions are given to both students and teachers. Many said that the teaching aid used in teaching and learning process is suitable, interesting and students can understand the topic better. There are 7 out of 10 respondents, that is 70 % said the teaching aid is suitable with the topic.
There are 3 teachers, that is 100 % said the teaching aid is suitable with the topic. The survey received from the teachers, all of them agree the teaching aid is suitable with the topic. The second question that says the teaching aid used is creative, there are only 5 students, that is 50 % agree with the statement, and 5 students says it is satisfactory, and there are 2, that is 67% says they very agree, and there is one teacher, that is 33% says not agree.
Analysis that I receive from the third question, there are 8 teachers, that is 80 % say very agree the teaching aid can help the students to understand the topic. Students are able to name and spell correctly the prisms. There are 2 %, that is 20 % who says the teaching aid do not help the students to understand the topic. The respond received from all three teachers agree with the third question. One of they says the teaching aid can motivate students to put their attention to the teaching.
All 10 students that is 100 % of them very agree the teaching aid help them to remember the topic that is taught such as the edges and the faces of a cube and cuboid. All three teachers very agree with the statement.
The last question that says the teaching aids questions used is suitable with the students knowledge, 10 of them, that is 100 % very agree, and all three of them agree. The teaching aid is suitable with the students’ level. Some of the students are eager to make nets using manila card for cube and cuboid while teaching is conducted.
The teaching aid is important. It is essential to use teaching aid while teaching. With an interesting, creative, easy to use teaching aid, this equipment can help the student to understand the lesson that is taught. Teachers work becomes lighter because the objectives are met. The most important aspect is the teaching aid is suitable with the student’s existing knowledge, they relate to their daily life and it makes the lesson easier to be understood.
The conclusion supports Biggs and Dewey that say teaching aid is important when teaching. The teaching aid can help the teachers to impart knowledge, but it makes the student to understand better, expand their thinking skills in Mathematics and it helps weak students to solve problems. It also attracts students attention and it helps to broaden knowledge in the future.
So, as a Mathematics teacher, we need to use teaching aid when teaching to attract the students attention. They will become attracted to Mathematics and see Mathematics as an interesting subject.
BORANG SOAL SELIDIK
(BORANG SOAL SELIDIK PELAJAR / GURU )
Berikut adalah soalan-soalan yang berkaitan dengan anda dan alat bantu menagajar. Sila jawab dengan jujur dan bulatkan berdasarkan skala likert yang disediakan .
1- sangat tidak setuju 2- tidak setuju 3- tidak pasti 4- setuju 5- sangat setuju
Soalan nombor satu hingga lima adalah berdasarkan keberkesanan alat bantu mengajar berdasarkan pandangan pelajar dan guru terhadap mata pelajaran matematik.
1. Alat bantu mengajar yang digunakan 1 2 3 4 5
Oleh guru sesuai dengan tajuk yang diajar.
2. Alat bantu yang digunakan menarik dan kreatif 1 2 3 4 5
3. Alat bantu mengajar yang digunakan dapat 1 2 3 4 5
Membantu kefahaman anda berkaitan tajuk
4. Alat bantu mengajar memudahkan anda 1 2 3 4 5
Mengingat topic yang diajar
5. Alat bantu mengajar yang disediakan 1 2 3 4 5
Sesuai dengan pengetahuan sedia ada pelajar
1. Chua Mei Kang, Teh Eng kiat dan Ooi Soo Huat. (2002). Mathematics Form 1 KBSM. Selangor Darul Ehsan. Pelangi Sdn Bhd.
2. Derek Haylock. (2006). Mathematics explained for primary teacher ( third edition). London. Sage Publication
3. Dr. Lim Tick Meng, Dr Mohd Nazari Yaakob. (2010). HBMT Teaching Matematics in Form One. Kuala Lumpur. Open Unuversiti Malaysia.
4. Norida Suhadi (2001). Tahap Penggunaan Komputer Dalam Proses Penghasilan
5. Bahan Pengajaran.Satu Tinjauan di Sekolah Menengah Daerah Hulu Langat.
6. Tesis Sarjana Universiti Putra Malaysia
aai takkan nak copy paste jer, bagi la kredit sikit hahaa