FACULTY
OF EDUCATION AND LANGUAGES
SEMESTER SEPTEMBER/ 2011
HBMT
3303
TEACHING
MATHEMATICS IN FORM ONE
MATRICULATION NO :
IDENTITY
CARD NO. :
TELEPHONE
NO. :
E-MAIL :
LEARNING
CENTRE :
INTRODUCTION
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.
Procedure
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.
Teaching Aid
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
OBJECTIVES:
- 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.
Moral
values:
Respect,
Independence and confidence
Teaching
Aids:
Whiteboard,
2 cubes, manila cards, scissors, ruler and cellophane tape.
Prior
knowledge:
Pupils
already learnt how to measure using ruler in cm,
Contents
Measuring
the edges of a cube and cuboid.
Use
the knowledge to make a net, either of a cube or a cuboid. a net.
.
|
Steps/Time
|
Contents
|
Method/Activities
|
Teaching
Material
|
|
5
minutes
|
Induction
Set
|
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)
|
|
|
Lesson
Development
Time:
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:
c_b_
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.
c_b_i_.
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.
Teacher:
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.
|
Ruler
|
|
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.
Practical:
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.
|
|
Task:
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?
Presentation
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
|
ANALYSIS
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.
CONCLUSION
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.
W0RDS: 2508
ATTACHMENT
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.
No. Perkara/ Item Skala
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
________________________________________________________________________
REFERENCES
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
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