kaedah mengajar matematik

8/13/2019 kaedah mengajar matematik

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OOOH MY MATHS CLASS

(MATHEMATICS TEACHING METHODS)


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RESPONDENT

Student1

Student 2


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MATHEMATICAL LEARNING PROBLEMS

Student 1

She likes mathematicsbut could notunderstand what theteacher is teaching.

In home, she needs tocare her little sister

and brother. So, shedoes not have a timeto study on her own.

Student 2

He said thatmathematics wasdifficult and notinteresting.

Also he cant payattention in class.


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CATEGORIZE THE PROBLEMS

Student 1:

- She likes mathematics but does not

take it seriously.- She does not make an effort to learn

more about mathematics.

- She needs someone to give learningsupport.


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Student 2:

- He actually set his mind that

mathematics is difficult and not

interesting.- He does not like this subject.

- He did not want to know about

mathematics then do not pay attentionin class.


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Mentor-mentee

Student

1

Games

Student

2


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TEACHINGSTRATEGIES

Cooperativelearning

Teacherscreativity

Games

Mentor-mentee


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COOPERATIVE LEARNING

Its engage with structuring classes around smallgroups that work together in such a way that eachmembers success is dependent on the group

success. Students work in groups to complete tasks

collectively toward academic goals.

Interdependent student work, assignmentsundertaken by all students as well as thechallenges and rewards are shared together.


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For example, asking each other for gain a

knowledge, evaluating one anothers ideas,monitoring one anothers work and solving

one another's problem.

Teachers use discussion techniques,

meticulous inspection, research projects,

games or puzzles to create an element of

cooperation among students.


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PROCEDURES

Teacher:

1. Decides on the size of groups; 4-5 people.

2. Choose a method for assigning students togroups; ex diverse group with differentstrength.

3. Decide each other roles in group members.

4. Arrange the room.5. Arrange the materials students need to

complete the assignment/topic.


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6. Teach the concepts and strategies required tocomplete the assignment/topic.

7. Explain the assignment/topic to students.

8. Emphasize intergroup cooperation to avoid thepossibility of competition among students and

extends positive goal to the class as whole.9. Monitor each learning group and interfere when

needed to improve task work and teamwork.

10. The assessment such as tests or quizzes ofstudent achievement emphasize individual andgroup accountability.


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11.Groups with the highest score be the winner

for an assignment/topic and be rewarded like

compliments, gifts and so on.


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GAMES

Games can make mathematics classes very enjoyable,exciting and interesting.

Mathematical games provide opportunities for studentsto be actively involved in learning.

Games allow students to experience success and

satisfaction, thereby building their enthusiasm and self-confidence.

Games help students to: understand mathematical concepts

develop mathematical skills know mathematical facts

learn the language and vocabulary of mathematics

develop ability in mental mathematics.


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PROCEDURES

1. Choose a place to conduct the games for example bilik tayangan or bilik

seminar. Class will likely be noisy so try to avoid from doing in classroom.

2. Introduce the topic.

Example:

1. Probability

Probability is a measure of how likely an event is to happen.

The more often an experiment is repeated, the closer the outcomes get to

the theoretical probability

2. Multiplying and dividing involving decimals and significant figure.

Multiplying by a number between 0 and 1 makes numbers smaller.

Dividing by a number between 0 and 1 makes numbers bigger.

3. Place value : Standard Form

Digits take the value of the position they are in.

The number line is a straight line on which numbers are placed in

order of size. The line is infinitely long with zero at the center.


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3. Divide the student into group depend on the games.

Example: work in pair or divide into two groups.

4. Explain about the games and distribute the tools for the games.

Example:

GAMES: Left and rightTools: a counter e.g. a stone, a bottle cap. two dice a paper with 7 squares

Place the counter on the middle square. Throw two dice. Work out

the difference between the two scores. If the difference is 0,1 or 2,

move the counter one space to the left. If the difference is 3, 4 or5, move one space to the right. Take it in turns to throw the dice,

calculate the difference and move the counter. Keep a tally of how

many times you win and how many you lose.


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5. Play the games within the time given6. Collect the results of all the games in the class.

7. Make discussion. Q&A session.

How many times did students win? Howmany times did students lose?

Is the game fair? Why or why not?

8. Make conclusion after finish every games andbefore starting a new games.


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OTHER GAMES

Topic: Multiplying and dividing involving

decimals and significant figure.

Games: Target 100

Topic: Place value: Standard Form

Games: Think of a number

Topic: trigonometry: Estimating the size of anglesGame: Estimating an angle


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MENTOR-MENTEE

Mentorship is a personaldevelopment relationship in which a

more experienced or more knowledgeable

person helps to guide a less experienced

or less knowledgeable person.

Mentoring is a process for the informaltransmission of knowledge.


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Mentoring entails informalcommunication, usually face-to-face and

during a sustained period of time,

between a person who is perceived tohave greater relevant knowledge or

experience (the mentor) and a person who

is perceived to have less knowledge (thementee).


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PROCEDURES

1)Select some of the most intelligentstudents in the classroom that around 5

people to be mentor in the class.

2)The students with a lower achievementand who are needs to be polished will be

the mentee.

3)Divide, a mentor will get at least 2-3

mentee.


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4)Mentor will guide their mentee in learning.Explanation of the process carried out afterthe teacher teach them some topic. Thisenables weaker students to ask questions

about the topic that he/she does notunderstand to his mentor which is his/herown friend.

5)Mentor should be sincere to share knowledge

and ensure mentee understand what is taughtby teachers.

6)Teacher will monitor the weaker studentsthrough their mentor.


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TEACHERS CREATIVITY

Mathematics teacher should know how to

make mathematics more fun and interesting

to student in a creative way.

Three important ways to creative in

mathematics are abstraction, connection,

and research.


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Teacher

Use of

gifts

Colorful

slide

Relatewith the

realsituation

Computerprograms

Hands-on

material


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DIAGNOSE MATHEMATICS LEARNING

PROBLEMS

Observe students behavior in class.

Result in test or exam.Homework.


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