plenary panel-earcome6 phuket 22 march 2013
TRANSCRIPT
Moderator:Bill Barton (New Zealand)
Panelist:Zulkardi (Indonesia)
Parmjit Singh (Malaysia)Hee Chan Lew (Korea)
Fou-Lai Lin (Taiwan)
Plenary panel discussion
Future Challenges and Educational Responses:Innovations and Exemplary Practices in Mathematics Education
Plenary panel discussion
Future Challenges and Educational Responses:
Innovations and Exemplary Practices in Indonesian Mathematics Education
ZulkardiSriwijaya University, Indonesia
Focus: main challenges, educational responses and
innovation in Indonesia Low score of mathematics achievement PISA and TIMSS results and low attitude
(confidence and interest) toward mathematics
Some ideas from new math curriculum and its implementation in July 2013
Lesson learned from implementation of RME (PMRI), an instructional theory, and its sustainability as an innovation in mathematics education in Indonesia
350
360
370
380
390
400
410
2000 2003 2006 2009
Mea
n sc
ore
Indonesia: Mean PISA scores for 2000 - 2009 for mathematics, science and reading
Mathematics Science Reading
Shanghai-China
Singapore
Chinese Taipei
Hong Kong-ChinaKore
aJapan
Thailand
Indonesia0%
10%20%30%40%50%60%70%80%90%
100%
Reflection from PISA results 2009
Singapore
Shanghai-China
Japan
Hong Kong-ChinaKore
a
Chinese Taipei
Thailand
Indonesia0%
10%20%30%40%50%60%70%80%90%
100%
Level 6Level 5Level 4Level 3Level 2Level 1Below Level 1
Almost Indonesian students are only able to understand math and science up to level 3, while other countries
are able to reach level 5 and 6. Hence, the materials and the process of learning of Indonesian students in the school are different with developed countries(OECD)
Mathematics Ranked 61/65 countries Science
Chin
ese
Taip
ei
Sing
apor
e
Kore
a, R
ep. o
f
Japa
n
Turk
ey
Mal
aysia
Thai
land Iran
Saud
i Ara
bia
Mor
occo
Indo
nesia
0%10%20%30%40%50%60%70%80%90%
100%
Very Low Low IntermediateHigh Advance
Chin
ese
Taip
ei
Kore
a, R
ep. o
f
Sing
apor
e
Japa
n
Turk
ey
Thai
land
Mal
aysia Iran
Indo
nesia
Mor
occo
Saud
i Ara
bia
0%10%20%30%40%50%60%70%80%90%
100%
Very Low Low IntermediateHigh Advance
Reflection from TIMSS Results of Mathematics (8th Grade)2007 2011
More than 95% Indonesia students are only able up to intermediate level while almost 50% Taiwan students are able to reach high and advance level. With this information, materials that are taught in Indonesia are not same with materials that are evaluated using International standard. Therefore, change the Curriculum
Some Issues on the new curriculum 2013(MoEC, 2012)
New curriculum: 1) Focuses on a science process based, not teaching for
the test2) It will initiated in July 2013, at grade 1, 4, 7 and 103) More use of ICT for content and teaching delivery 4) Students’ books and teacher guides are developed
by the MoE5) Teachers will be trained how to use new book.
New math competences (Cognitive, attitude, skill), students:1) Understand math concepts (numbers, geometry, algebra,
probability & statistics with their characteristics ……. then use them in problem solving of students’ daily live);
2) Have attitude to appreciate math and its application in the daily live and build good characters such as consistent & discipline
3) Able to think logically, systematic, critics, alternative, creative, innovative, communicative, & team-work to solve their problems
PMRI is Indonesian adaptation of “Dutch Realistic Mathematics Education” since 2001.CharacteristicsMath is students’ activity; use of Indonesian context, models, intertwined among strands, interactivity and contributions of students Results so farStudents interest toward math and guided to understand math. concept.
PMRI is an Innovation in Indonesia
Exemplary Practices of PMRI 1) Dissemination through Pre/In-service Math Teacher Pre-service (courses) and in-service training (workshops for teachers). Up to 2012, PMRI has been implemented at 23 (33) provinces 2) PMRI meets Lesson Study PMRI as the content, LS as the professional development tool
for math teachers in improving the quality of student learning. 3) PMRI and PISA Research on Designing PMRI / PISA-type items Design KLM (National Mathematics Literacy Contest) for Junior
High School and workshop PISA for math teachers since 20104) Sustainability of PMRI Use of ICT-based materials (p4mri.net) Developing International Master Program on Realistic
Mathematics Education in collaboration Indonesian-the Netherlands (Unsri, Unesa, Utrecht Universiy) since 2009
Supporting implementation of New Math Curriculum.
Innovations and Education
Transformation in Mathematics Education:
from the Malaysian Perspective
Assoc Prof Dr Parmjit SinghMALAYSIA
The Malaysian Primary Mathematics Curriculum coincides with one of the most exciting times in the context of Malaysian mathematics education where changes are taking place so prominently.
New Framework of the Malaysian Mathematics Curriculum
Salient points from the Malaysian Education TransformationLanguageInternational standardsAssessmentThe vital component in ensuring
a successful paradigm shift is the presence of readiness”.
In discussing the issue of “readiness” in the implementation of the new framework, the main realization here is that in spite of the implementation of the newly reformed educational approach, such implementation can only serve as a tool while the outcome of the reformation can only be determined by the teachers who are at the end of the day, the very consumers of the tool. The question that remains is:
Are the teachers ready and prepared for this change?
I hope so!!
Number of Publications by Authors in EARCOME 6 Proceeding
89.1%
10.9%
Eastern Authors Western Authors
Eastern cited
references
Western cited
referencesTotal
Eastern authors 448 900 1348
Western authors 10 250 260
Total 458 1150 1608
References citation in EARCOME 6 Proceeding
References citation in EARCOME 6 Proceeding
448
900
10250
0
500
1000
Eastern Cited Western Cited
Eastern Authors Western Authors
Increasing Attitude and Reducing Gap: A New Challenge of Korean Mathematics Education Community
Hee-chan LewKorea National University of [email protected]
Current IssueKorean students have demonstrated a
high level of achievement in TIMSS and PISA for a long time:TIMSS 2003, 2007, 2011, PISA 2003, 2006, 2009
Despite of brilliant scores, the reports of TIMSS and PISA show the some negative results: Lack of students’ mathematical attitude Achievement gap induced by school
locations.
Lack of Mathematics Attitude
Confidence Like learning mathematics
Korea 11% 49/50 23% 50/50
International 34% 48%
Confidence Like learning mathematics
Value
Korea 3 % 38/41 9 % 40/41 13 % 41/41
International 14 % 28 % 48 %
TIMSS 2011 Mathematical Attitude (4th Grade)
TIMSS 2011 Mathematical Attitude (8th Grade)
Achievement Gap
PISA surveys shows that there were a big gap among 5 areas of village, small town, town, city and large city classified by number of their populations.
New Policy of Mathematics EducationThe Ministry of Education announced
“the policy for advanced mathematics education” on January in 2012 and declared that 2012 was “the year of mathematics education”.
The policy presents three principles to guide Korean mathematics educationMathematics for increasing thinking abilityMathematics for feeling fun Mathematics for being together
New Policy of Mathematics EducationMathematics for increasing thinking
ability Educational tools and technology STEAM
Mathematics for feeling fun Textbooks based on real life and story-
telling Mathematics Laboratory Classroom like a
science lab
Mathematics for being together College students mathematics major as
mentors Mathematic online clinics
Projects based on the policyProjects of Korean Community
Teachers: Professional Development Autonomous in-service program of 60-90 hours
Schools: Mathematics Laboratory Environment for guided discovery and cooperative learning
Local Governments: Cyber Home School system to lessen the disparity of educational opportunities
between various social-economical groupsSociety: Amazing Math-Bus
Experts delivered more than 60 kinds of tools and materials by the bus to students in the underprivileged area
Publishing Company: Textbook Improvement Student-friendly and fun textbooks based on STEAM and
story-telling
Fou-Lai LinNational Taiwan Normal University
An Innovative Lightening-Up Program to Overcome Challenges in Taiwanese Mathematics Education
1. Main Challenges in Taiwanese Math Ed.High Achievement
Lack Confidence & Negative Attitude toward learning math
Learning AttitudeThaila
ndPhilippinesMalaysi
a Indonesia
Taiwan
Japan Korea
Hong Kong
goal stat
e
MathAchieveme
ntInt. Ave
TIMSS 2011
Changing Teaching Approach －亮點基地計畫 Lighting-up Program
MOE foundedA school-based, design-based
professional development program Participation ： school as a unitMentor ： one school with one math
educator for one year90% Math Educators in Taiwan are
participated (47)
Foundation of the Lightening-up ProgramExperiences on design-based P.D.
workshops In particular, within an 1+7
integrated research project (More than 10 mentors are available)
Cooperation of all math educators
School-based Model and Active participation of Schools
亮點基地計畫 Lighting-up ProgramThemes for the one-year learning
(Designing Task Sequences)①Conjecturing Prove and
Argumentation②Modeling Activity③Reading Comprehension of Math④Diagnostic Teaching of Math
Conception⑤Designing Math Literacy
Assessment Tasks⑥Teaching with DGS Supports
The Development of Curriculum for Each ThemeFirst version of curriculum
proposed by an experienced team
Revised version brought up by educators who are mentoring the same theme
Adapted by each learning community (school)
Q & A on pedagogical problems
+
Tentative Result「 Teachers and Math Educators
are learning to
be a ”Learner” 」
Tensions Faced by Educators① Different Roles/Identities of In-
service Teachers② Timing for Elaborating Theories
and Principles③ Tension Related to Teachers’
Vulnerability
Tensions Experienced by Teachers
(1) Tension on Designing － Active vs. Passive(2) Tension on Teaching － Content vs. Student-oriented(3) Tension on students’ Learning: － Goals of learning, learning styles
Discussion Theme 1When there is a curriculum innovation, how can we ensure that teachers are properly prepared and that classroom change occurs and is sustained ?Discussion Theme 2How do we shift systems withhigh achievement/low motivation & low achievement/high motivation to high achievement/high motivation?
Learning AttitudeThaila
ndPhilippinesMalaysi
a Indonesia
Taiwan
Japan Korea
Hong Kong
goal stat
e
MathAchieveme
nt
http://blog.kleinproject.org
Thanks you