SKH WINDOWS

PS 4305 Religion and Mathematics in How to take the Muslim Hajj

2008-12-09T07:24:00.000-08:00

How to Take the Muslim Hajj

By jamesbankston

The Hajj is the pilgrimage to Mecca that all able Muslims are required to take during
their lifetimes.

Step1
Be aware that the Hajj is one of the "five pillars" of Islam, duties that are expected of every Muslim. The only Muslims exempted from the Hajj are those physically or financially unable to make the trip. The Hajj is considered the greatest joy a Muslim can experience on earth. The rituals of the Hajj commemorate events in the life of the prophet Ibrahim (Abraham).

Step2
Prepare. Only Muslims are allowed into the holy city of Mecca. Before Muslims enter the city the men change into seamless white garments and the women into white dresses and scarves. This symbolizes the equality of all human beings before God, the erasure of all barriers of race and class. Pilgrims are expected to be on their best behavior during the Hajj, avoiding arguments, violence and sexual relations.

Step3
Day One. The Hajj begins on the eighth day of the lunar month of Dhu al-Hijjah. Pilgrims arrive from the town of Mina, go to the Sacred Mosque. In the center of the courtyard of the mosque is a cube-shaped stone building, the Kaaba. Pilgrims make seven counter-clockwise circuits around the Kaaba, the first three running, the last four walking. They try to kiss the Black Stone, which is embedded in the wall of the Kaaba, but if a pilgrim cannot get through the crowd, he can merely touch it or point in its direction. After this pilgrims offer two prayers, they go on the "Lesser Pilgrimage," where they run seven times back and forth between the hills of Safa and Marwah, to symbolize the frantic search of Ibrahim's wife Hajar for water for her son Ismael. After this pilgrims drink water from the well of Zamzam, which miraculously appeared at the thirsty child's feet.

Step4
Day Two. Pilgrims spend from noon to sunset on Mount Arafat in prayer and contemplation. This is the "Greater Pilgrimage" and the most important part of the Hajj. Afterwards they go to Muzdafilah to collect forty-nine pebbles.

Step5
Day Three. The pilgrims participate in the ritual of "Stoning the Devil." This symbolizes the three times the Devil tried to tempt Ibrahim and the three times he refused. Pilgrims throw pebbles at three walls, seven pebbles per wall. After this the pilgrim offer an animal sacrifice, either in person or with a proxy, to symbolize the animal God allowed to sacrifice in lieu of his son.

Step6
Day Four. The pilgrims return to Mecca and make another circuit of the Kaaba. Then they return to Mina and stone the walls again, seven pebbles per wall.

Step7
Day Five. The pilgrims stone the walls again.

Step8
Day Six. The pilgrims make one last circuit around the Kaaba. After this some pilgrims head on to Medina to visit the tomb of the prophet Muhammad (pbuh).

PS 4207 MOT Computer Studies

2008-12-09T06:08:00.000-08:00

SULTAN HASSANAL BOLKIAH INSTITUTE OF EDUCATION

DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION

PROGRAMME: POST GRADUATE CERTIFICATE IN EDUCATION

Course code: PS 3207
Course title: Methods of teaching secondary computer studies I
Type of course: Core
Units: 3 Contact hours: 4
Year: 1 Semester: 1
Prerequisites: Nil
Lecturer: Dr Leong Yong Pak and Dr See Kin Hai

Aims
This course is the first of two which aim to provide student teachers with the essential knowledge, skills and aptitudes to teach secondary computer studies effectively and with confidence.

Content
Curriculum: The Brunei secondary computer studies curriculum, its aims and its structure. Comparisons with computer studies curricula in other countries.

Theories of learning: General principles of teaching and learning and their specific application in computer studies.

Pedagogical theories and strategies: Aims and objectives, lesson planning specific to computer studies. Classroom and laboratory organisation and management. Specialised teaching strategies. Cooperative learning. Case studies of teaching and learning in computer studies.

Assessment and evaluation: techniques used in computer studies, the special nature of project selection and evaluation. Moderation.

Language issues: Questioning strategies, specialised vocabulary, classroom discourse management.

Teaching of selected topics: Applications of computers and their social and economic implications. Generic software, office suites. Hardware, systems, standard components; performance and characteristics of peripheral devices and storage media.

Assessment and weighting:
60% coursework
40% examination

References
References
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century. New York: Routledge Falmer.
Lawson, J. (1997). Information Technology. London: Addison-Wesley Longman.
Shelly, G. B., T. J. Cashman, G. A. Waggoner & W. W. Waggoner (1997). Discovering Computers: A link to the future. Course Technology, Cambridge, Mass.
Thorsen, C. (2006). TechTactics: Technology for Teachers. Boston: Pearson Education, Inc.
[LB 1028.5, T52]

Journals
Computer Education
Computers and Education

\PS 3207

PS 3207: METHODS OF TEACHING SECONDARY COMPUTER STUDIES I

Lecturer: Dr Leong Yong Pak
Office: DOSME 1.20; TP 2.41
Tel. 249001 x 1537, x1560
Email: leongyp@ubd.edu.bn, leongyp2007@gmail.com

Week 1–2
Curriculum: The Brunei secondary computer studies curriculum, its aims and its structure. Comparisons with computer studies curricula in other countries.
Computer Studies teachers’ needs: Knowledge, skills and competences.

Week 3–4
Theories of learning: General principles of teaching and learning and their specific application in computer studies.

Week 5–7
Pedagogical theories and strategies: Aims and objectives, lesson planning specific to computer studies. Classroom and laboratory organisation and management. Specialised teaching strategies. Cooperative learning. Case studies of teaching and learning in computer studies.

Assignment 1 (20%): An essay with presentation on “Methods of teaching computer studies”.
(Based on observation of and direct instructional activities in secondary computer science classes.)

Week 8¬–9
Assessment and evaluation: techniques used in computer studies, the special nature of project selection and evaluation. Moderation.

Week 10–11
Language issues: Questioning strategies, specialised vocabulary, classroom discourse management.

Class Test (20%)

Week 12–14
Teaching of selected topics: Applications of computers and their social and economic implications. Generic software, office suites. Hardware, systems, standard components; performance and characteristics of peripheral devices and storage media.

Assignment 2 (20%): A detailed plan for a one-hour lesson with presentation.
(Planning lessons with other teachers, and writing tests and laboratory exercises.)

SULTAN HASSANAL BOLKIAH INSTITUTE OF EDUCATION

DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION

PROGRAMME: POST GRADUATE CERTIFICATE IN EDUCATION

Course code: PS 4207
Course title: Methods of teaching secondary computer studies II
Type of course: Core
Units: 3 Contact hours: 3
Year: 1 Semester: 2
Prerequisites: PS 3207
Lecturers: Dr Leong Yong Pak and Dr See Kin Hai

Aims
This course is the second of two which aim to provide student teachers with the essential knowledge, skills and aptitudes to teach secondary computer studies effectively and with confidence.

Content
Curriculum: Trends and issues in computer studies and computing. Culture, language and history as determinant of curriculum content.

Theories of learning: Constructivism and its implications for computer studies, situated learning, motivation and affective values in computer studies.

Pedagogical theories and strategies: Investigations, projects and their selection, design, implementation and evaluation. Supervision of projects.

Language issues: Diagnosing and remediating language difficulties, further classroom discourse management.

Teaching of selected topics: Standard techniques and routines for established forms of data processing. Collection, verification and validation of data. A D and D A conversions. Data typing and data structures and their representation. Systems and communications. Systems analysis. Algorithmic design and organisation of data.

Assessment and weighting:
60% coursework
40% examination

References
References
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century. New York: Routledge Falmer.
Lawson, J. (1997). Information Technology. London: Addison-Wesley Longman.
Parker, C. S. (1994).Understanding Computers & Information Processing. Forthworth, Texas: Dryden Press. [QA76.5 P318]
Shelly, G. B., T. J. Cashman, G. A. Waggoner & W. W. Waggoner (1997). Discovering Computers: A link to the future. Course Technology, Cambridge, Mass.
Thorsen, C. (2006). TechTactics: Technology for Teachers. Boston: Pearson Education, Inc.
[LB 1028.5, T52]

Journals
Computer Education
Computers and Education

\PS 4207

PS 4207: METHODS OF TEACHING SECONDARY COMPUTER STUDIES II

Week Topic
1 – 2 Course briefing
Curriculum trends and issues in computer studies and computing at upper secondary level.
Culture, language and history as determinant of curriculum content.
Task 1: Compare the upper secondary computer science curriculum offered in Brunei with that in the United States, Canada and Australia.
3 Metacognition; Theories of learning & strategies: Constructivism, situated learning, motivation, affective values.
4 – 5 Investigating and assessing student learning and understanding in a topic.
Identify and model problem-solving strategies for secondary computer science instruction.
Task 2:
2.1 Select appropriate materials and models for teaching secondary computer science.
2.2 Identify resources to enrich the teaching of computer science.
6 Pedagogical theories and strategies
Investigations, projects and their selection, design, implementation and evaluation. Supervision of projects.
7 Multi-strategies for learning difficulties
Task 3: Resource and develop instructional strategies for dealing with different learning styles and diverse populations.
8 Language issues: Diagnosing and remediating language difficulties, further classroom discourse management.
Effective methods of assessment and evaluation and use appropriate feedback techniques.
Task 4: Demonstrate the uses of computers and related technologies as teaching tools for secondary computer science instruction.
9 – 11 Design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
Developing website resources for teaching topics in upper secondary computer studies.
Task 5: Develop a teacher’s blog for instructional resources.
12 Methods and skills appropriate to management of a secondary computer science lab.
Demonstrate laboratory management skills and techniques necessary to support computer science classroom instruction and activities.
Task 6: Peer teaching
13 – 14 Presentation of blogs and activities for teaching upper secondary computer studies.
Note: Each task carries 10 percent of marks.

ISTE Program Review Document Secondary Computer Science Education

3.0 Professional Preparation.
Professional studies culminating in computer science education endorsements provide studies of and experiences in the methods, techniques, and strategies related to teaching computer science at the secondary level. (It is recommended that these experiences be equivalent in depth to at least the level achieved in three or more semester hours of instruction. However, the specific number of hours recommended should not be construed as a requirement.)
3.1 Materials, Methods, and Resources for Teaching. Candidates will use appropriate materials, methods, resources, and curricula for teaching secondary computer science.
Performance Indicators - Candidates Will:
3.1.1 identify and model problem-solving strategies for secondary computer science instruction.
3.1.2 demonstrate the uses of computers and related technologies as teaching tools for secondary computer science
instruction.
3.1.3 select and use appropriate materials and models for teaching secondary computer science.
3.1.4 identify resources to enrich the teaching of computer science.
3.1.5 describe the secondary computer science curriculum and its relationship to the K-12 curriculum and the college
computer science curriculum.
3.2 Professional Development. Candidates will engage in practices that reflect their roles as teaching and computing professionals.
Performance Indicators - Candidates Will:
3.2.1 discuss guidance roles and plan enrichment activities for secondary computer science students (e.g., computing career guidance, preparation for college, fundamental skills, and extracurricular activities such as computer clubs and organized competitions).
3.2.2 identify and describe professional computer science and computer education societies that provide opportunities for professional growth of the computer science teacher.

3.3 Classroom and Instructional Management Methodologies. Candidates will use appropriate materials, methods, resources, and curricula for teaching secondary computer science.
Performance Indicators - Candidates Will:
3.3.1 identify and present secondary computer science content.
3.3.2 develop and implement instructional strategies for dealing with different learning styles and diverse populations
(e.g., populations with special needs).
3.3.3 apply effective methods of assessment and evaluation and use appropriate feedback techniques.
3.3.4 model behaviors that reflect knowledge of gender, ethical, and multicultural issues in computer science education.
3.3.5 demonstrate techniques for teaching students about the legal and ethical issues surrounding the uses of computers in society and for promoting ethical behaviors in students.
3.4 Laboratory Management. Candidates will apply methods and skills appropriate to management of a secondary computer science lab.
Performance Indicators - Candidates Will:
3.4.1 design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
3.4.2 demonstrate laboratory management skills and techniques necessary to support computer science classroom activities.

PS 0128 MOT ICT 1 Course Structure

2008-12-09T06:01:00.000-08:00

Department: Dept of Math and Science Education Course Code: PS 0128
Course Title: Methods of Teaching ICT I
Programme: Diploma in Education (Inservice)
Type of Course: Option
Year: 1 (Semester 2)
Units: 3 Contact Hours: 3 hrs/wk
Prerequisite(s): Nil
Lecturer(s) / Coordinator: Leong Yong Pak and Dr See Kin Hai

Aims / Objectives / Rationale:
This course aims to provide student teachers with the essential knowledge, skills and aptitude to teach Information and Communication Technology (ICT) effectively and with confidence.

Course Content:
Critical analysis of the ICT curriculum in Brunei Darussalam. The curriculum, its aims and its structure will be examined. Students will examine and compare the ICT curriculum in Brunei with those in other countries.
Students will study and apply theories of learning to the teaching of ICT. Teaching strategies appropriate for ICT classes are examined and practised in simulated class environments. Students will practise planning, designing and writing ICT lesson plans. Also included are classroom and laboratory organisation and management.
Specialised teaching strategies such as cooperative learning and case studies of teaching and learning ICT will be studied. This includes the use of demonstrations, practicals and project work in teaching and learning.
The role and importance of assessment and evaluation techniques that can be used in monitoring learning in ICT will be discussed. Students will study and practise the special nature of practicals and project work, and their evaluation and moderation.
Students will study the role and importance of language issues in ICT education. They will learn effective questioning strategies, specialised vocabulary, and classroom discourse that can contribute to the development of knowledge and communication skills in learners.
There will be opportunities to plan and design learning environments and experiences supported by technology for ICT topics. Students will design developmentally appropriate learning opportunities and instructional resources on CDs and the Internet to support the diverse needs of students and teachers.

Assessment:
Coursework: (60%). Projects on instructional design (20%); development of ICT resources (20%); and designing websites for ICT learning and teaching (20%).
Examination: (40%). A 3-hour written examination paper.

References
Brock, P. A. (1994). Educational technology in the classroom. New Jersey: Educational Technology Publications.
Kementerian Pendidikan Negara Brunei Darussalam. ICT guides and computer studies syllabus and textbooks. Ministry of Education
Loveless, A., & Ellis, V. (Eds.) (2001). ICT, pedagogy, and the curriculum: Subject to change. London: Routledge Falmer.
Shelly, G. B., Cashman, T. J., & Waggoner, G. A. (1997). Discovering computers: A link to the future world wide web enhanced. Cambridge, Mass: Course Technology.

Suggested Topics by Week

Week 1-2

Critical analysis of the ICT curriculum in Brunei Darussalam. The curriculum, its aims and its structure. Students will examine and compare the ICT curriculum in Brunei with those in other countries.

Week 3-4
Students will study and apply theories of learning to the teaching of ICT. Teaching strategies appropriate for ICT classes are examined and practised in simulated class environments. Students will practise planning, designing and writing ICT lesson plans.

Week 5
Classroom and laboratory organisation and management.

Week 6-7
Specialised teaching strategies such as cooperative learning and case studies of teaching and learning ICT will be studied. This includes the use of demonstrations, practicals and project work in teaching and learning.

Week 8-9
Students will study the role and importance of language issues in ICT education. They will learn effective questioning strategies, specialised vocabulary, and classroom discourse that can contribute to the development of knowledge and communication skills in learners.

Week 10-11
The role and importance of assessment and evaluation techniques that can be used in monitoring learning in ICT will be discussed. Students will study and practise the special nature of practicals and project work, and their evaluation and moderation.
Develpoment of resources for teaching ICT.

Week 12-14
Presentation, feedback and evaluation of students’ projects (developmentally appropriate instructional resources on CDs and the Internet to support the diverse needs of students and teachers).

Coursework: (60%).
1. Projects on instructional design (20%) – Lesson Plans;
2. Development of ICT resources (20%);
3. Develop blogs for ICT learning and teaching (20%).

Examination: (40%). A 3-hour written examination paper.

UFO caught in Nanking China 4 months' ago

2008-12-04T02:29:00.001-08:00

PS 2206 How to add 3-D effect to your Office 2007

2008-11-28T05:57:00.001-08:00

PS 2206 Add animation and sound to Powerpoint presentation

2008-11-28T05:44:00.000-08:00

PS 2206 How to add sound or CD song to Powerpoint presentation

2008-11-28T05:34:00.000-08:00

PS 2206 How to add Graph in your Powerpoint presentation

2008-11-28T05:29:00.000-08:00

The 7 wonders of the world

2008-11-28T05:12:00.000-08:00

Current Issue - Why American Currency still strong after the onslaught of the financial crisis and Islamic Banking system

2008-11-22T03:24:00.000-08:00

Bretton-Wood Monetory System for World Money Exchange

Traditionally world (global) money was the gold, but in a 1944 Bretton-Wood convention has reduced a rating of gold, by making world(global) currency, alongside with gold, dollar. Under this convention were created International monetary fund (IMF) and International bank for Recons ruction and Development (IBRD). The system of stabilization of the exchange rates was accepted.
The international bank for Recons ruction and Development - international bank organization, which is the property of countries - participants of International monetary fund. More often it name as world(global) bank.
All countries - participants have agreed to support the course, fixed in dollars, of the currency called as parity course.
Each country, under the convention, should have a dollar store as backup currency and to use it for a purchase of the currency, when cost of dollar falls. For want of increase of course of dollar the own currency is sold.
The exchange rate of currencies was fixed through tripartite arbitration. For example, if parity cost of English pound made 2,00 dollars, and French franc - 0,25 dollars, the exchange rate between pound and franc the tripartite arbitration defined(determined) as:
Pound/franc = dollar/franc / dollar/pound = 2/0.25 = 8.00
Today in the international payments have received development the currency clearing, that is accounts between countries on the basis of offset of the mutual requirements according to the international conventions.

Islamic Banking System.. The Ideal One?
Posted: Oct 25, 2008 9:39 AM

Reply

After most countries were hit by the global financial crisis, writers and economists started calling for revising the global financial and banking system and the ideologies it was built on. Many of the western intellectuals are asking for adopting a new ideology that do not have such deviations that the capitalism have.
The Islamic financial and banking system is the one with most popularity now. The following are sayings by some western economists and writers:
- Roland Laskine, Editor in Chief of Journal des fienance: "Is it time now for adopting the principles of Islamic Sharia'h in Wall Street? If our leaders are really looking for limiting the financial speculation that caused the crisis, then simply the solution is to apply the principles of Sharia'h."
- Beaufils Vincent, Editor in Chief of The Challenger: " I think that in the spite of such crisis, we need to read Quran to understand what happened to us and our banks because if the managers of such banks tried to respect and apply what the Quran contained from teachings and orders, such crisis would have not existed and we won't have being in such miserable situation as money does not breed money!."
Some economists called for making the interest rate equal to 0 % which simply is the same as the Islamic principle of forbidding the collection of interest on money given out as loans.
Islamic banking & finance system follows some principles such as:
1 - Prohibition of usury and Cornering
2 - Prohibition of fraud
3 - Prohibition of injustice and inequity
4 - Prohibition of gambling
5 - Sharing in the profit and loss
6 - Prohibiting the sale of cash money
7 - Prohibiting the sale of debt

Dr Mahathir's comment on US dollars and Malaysian Pegging of Ringgit

1. I am not in the business of advising the Government. When I mentioned the advisability of pegging the Ringgit, it was in answer to a question posed by a reporter. If the Government noticed the report I would feel flattered.

2. Pegging currencies is not as easy as it sounds. The whole thing must be studied very carefully. Even getting agreement by a select panel is not easy. A decision made on the spur of the moment that pegging is not possible cannot really reflect the assessment made together with experts in consultation.

3. Pegging need not be always with the US Dollar. But the fact that the US Dollar is currently not stable is no reason why the idea should be summarily dismissed.

4. There can be other options. Other more stable currencies can be used or a basket of currencies may be used to reduce extreme volatility.

5. The US Dollar is backed by nothing, not even reserves in foreign currencies and gold which other countries hold in order to back their own currencies. The US is a bankrupt nation which means it is not in a position to provide foreign currency backing for its money.

6. The gold in Fort Knox has been depleted long ago and the pegging to gold of a certain amount as agreed to at the Bretton Woods has been done away with by President Nixon. No more gold standards. Yet the US Dollar still commands a certain value in the market. It is still being used for trade payments. This in fact gives the US Dollar a certain value even though the value, in exchange rate terms may change.

7. If the US Dollar is not used in international trading, it will have no value at all. This will of course hurt a lot of countries including Malaysia which carry substantial sums of US Dollar as reserves. Countries like China, Saudi Arabia and tiny Singapore would want to support trade payments made in US Dollar. They do not want their huge reserves of US Dollar to become worthless.

8. What we see here is the importance of international trade payments in sustaining the value of a currency.

9. Long, long ago I suggested the use of a special currency for trade. The currency should be equal in value to a fixed amount of gold. It should not be used domestically as each country would have its own currency pegged to the special trading currency.

10. The price of gold may go up and down but we know that the price of gold today is more than, say, 30 years ago. If we keep gold long enough we will eventually see it appreciating. It is not as volatile as currency notes.

11. So gold is an ideal standard for a trade currency. Effectively we would be going back to the Gold Standard, both for the trading currency and the domestic currency. For the domestic currency the rate against gold can change in keeping with inflation.

12. It was suggested that we call this trading currency the "dinar". Transactions would of course not be in solid gold dinars but with equivalent papers. It is not practical to carry around so much gold dinars but this will not be necessary if a country's export to another country and its import from that country is fairly balanced and only the difference need to be paid.

13. I am not an expert in this area but we can get experts to study whether pegging or the gold dinar are feasible. I would not dismiss the eficacy of these so easily.

14. Perhaps I can make a ridiculous suggestion. Why not make all Malaysian trade payments in Malaysian Ringgit?

15. We are a big trading nation. We export more than 200 billion Ringgit worth of raw material and manufactured goods and we import slightly less than that. Traders cannot just ignore us or boycott us. They need our exports and they need to sell their products to us.

16. All we need to do is to demand payment in Malaysian Ringgit for our exports. We can require payment for our imports in Ringgit according to the current value in an international trading currency or gold.

17. If we do this there will be a constant demand for Ringgit and this will keep the value of the Ringgit at a certain level which we can fix, taking into consideration factors which influence its value.

18. This may sound like a ridiculous suggestion. But not being a trained economist or financier I can allow myself the privilege of unorthodox thinking.

Why America Facing the Financial Crisis?

As the 21st century began, the United States experienced its worst financial crisis since the Great Depression. The crisis came to a head in 2008 when the nation saw its largest bank failure and the near collapse of the investment banking industry. The crisis required an extraordinary intervention by the Federal Reserve System and the Department of the Treasury as the bank failures led to a virtual halt in lending by the financial industry. At the urging of the Fed and the Treasury Department, the U.S. Congress passed legislation authorizing a $700-billion bailout package to restore liquidity to the system.

To many observers, the crisis began as a result of a “bubble” (risky speculation) in the housing industry. As housing prices continued to climb year after year, many lenders began offering so-called subprime (below market rate) mortgages and adjustable-rate mortgages. In addition, beginning in the 1970s, banking institutions for the most part no longer held onto mortgages as they had in the past but instead sold them to other institutions. These institutions in turn grouped mortgages together and repackaged them as mortgage securities, a process known as securitization.

When housing prices began to decline, many homeowners found that they owed more on their homes than their homes were worth, and they ceased making payments, sending the homes into foreclosure and leaving the holders of mortgage securities with worthless assets. Subprime mortgages had often been made to people who would not ordinarily qualify for a mortgage. When they experienced financial difficulty through the loss of a job or higher interest rates, they, too, faced foreclosure.

Further complicating matters was uncertainty over the reliability of mortgage securities, since no one actually knew how many bad mortgage loans were involved in these securities. As the housing market crumbled, the nation’s sixth largest bank, Washington Mutual, with $307 billion in assets, saw many depositors begin to withdraw their money in panic. The Federal Reserve seized the bank and arranged for it to be acquired by J.P. Morgan Chase & Co. It was the largest bank failure in the nation’s history.

Soon after Washington Mutual failed, the Fed also had to rescue the banking operations of Wachovia Corporation. With this action, the U.S. banking industry was further consolidated into only three major banks—Bank of America Corporation, Citigroup, and J.P. Morgan Chase—that controlled about 30 percent of all bank deposits in the United States.

By October 2008 Congress had passed and President George W. Bush had signed the largest bailout plan in U.S. history. The banking rescue plan initially gave the Treasury Department the power to use $350 billion in taxpayer funds to buy up the failed mortgage securities. It gave the secretary of the treasury, Henry Paulson, wide powers to negotiate the cost of these purchases with the ultimate authority to spend up to $700 billion. In addition, to reassure bank depositors, Congress increased deposit insurance guaranteed by the Federal Deposit Insurance Corporation from $100,000 per depositor to $250,000.

The crisis promised to spark a sweeping reassessment of government regulation of the banking industry. Congressional inquiries began into the bank failures, and the Federal Bureau of Investigation (FBI) opened formal probes to determine if fraud was involved in any of the failures. Some economists argued that a “shadow banking system” had emerged in which commercial, or depository, banks played only a minor role in providing credit. Instead, nondepository institutions, such as the failed investment banks Bear Stearns and Lehman Brothers, assumed huge debts that were not backed by savings deposits and provided credit through complex financial instruments known as derivatives. These derivatives had escaped regulatory control and thus imperiled the entire financial system. See also Investment Banking.

Microsoft ® Encarta ® 2008. © 1993-2007 Microsoft Corporation. All rights reserved.

PS 2206 Question 6: The use of ACTIV studio to teach maths

2008-11-20T06:18:00.000-08:00

q6 Ict Maths Report on Numbers and Operations

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PS 2206 Question 5: The use of Blog to teach maths

2008-11-20T05:53:00.001-08:00

Using Blog in Learning and Teaching Maths

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PS 2206 Question 4: The use of ICT in teaching the topic Money

2008-11-19T07:15:00.000-08:00

Q4 the Use of ICT in Teaching the Simple Operations of Money

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PS 0267 Past Year Question 2006

2008-11-19T00:08:00.000-08:00

PS 267 2006-2007 Exam paper

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PS 0267 Past Year Question 2005

2008-11-19T00:03:00.000-08:00

Final 267 2005-2006 Exam Paper

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PS 0267 Past Year Question 2007

2008-11-18T23:57:00.000-08:00

2007-2008 PS 267 Exam paper

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PS 2206 Question 3: Writing procedure for LOGO

2008-11-18T08:20:00.000-08:00

Question 3

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PS 2206 Question 2 Use of Spreadsheet in teaching maths

2008-11-18T07:49:00.000-08:00

Q2 the Use of Spreadsheet or Microsoft Excel in Mathematics

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PS 2206 Question 1 : How do you use internet games to teach maths?

2008-11-18T06:54:00.000-08:00

Question 1

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PS 3218 Question 1

2008-11-13T08:05:00.000-08:00

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PS 4305 3.19 Question 20

2008-11-13T07:41:00.000-08:00

LISt the strategies you would use so that the students will not feel bored and depressED.

In teaching and learning mathematics there are many issues that teachers must consider.

1) Teaching methods

2) Resources and teaching aids

3) The language of the learner

4) Multiple intelligences of pupils

Students

Ÿ Young children learn mathematics in different ways and they are not only dependent on the types of learning that requires them to just "sit and listen" to teacher-talk.

Ÿ Students can learn by :-

¬ practicing skills on their own

¬ conducting discussion between them

¬ playing games

¬ doing puzzles

¬ doing practical

¬ problem-solving

¬ finding things by themselves

Ÿ In the classroom context, students need the opportunities to use different kinds of learning as it :-

ð provides motivation

ð improves their learning skills

ð provides variety

ð enabled them to learn things more quickly

Teaching methods

1. Presentation and explanation by the teacher

Ÿ This is a formal teaching method that allows the teacher to present and explain mathematics to the whole class. It can be difficult because you have to ensure that all students understand. This can be a very effective way of :

Ä teaching a new topic to a large number of students

Ä trying to make everyone understand certain stages of the topic

Ä summarizing what has been learnt

2. Drill and practice

Ÿ It is essential that students have the opportunity to practice what they have learnt as well as to develop their understanding by applying new ideas and skills towards the new learning materials.

3. Games

Ÿ Games can help to create an enjoyable, exciting and interesting lesson. Games provide opportunities for the students to take part in learning actively. Moreover, it also allows students to experience success and satisfaction, which later build their confidence and enthusiasm.

Ÿ The benefits of games :

" Help students to understand mathematical concepts

" Enable students to develop mathematical skills

" help students to know mathematical facts

" help students to learn the language and vocabulary of Mathematics

" help students to develop ability in mental mathematics

Ÿ For instance,

i. Go on a Geometry Scavenger Hunt

ii. Sandbox Math Sticks

(Examples of games that can be found in the internet)

4. Practical work (always involve resources)

Ÿ Practical work refers to three things :

a. Using materials and resources to make things which involve using mathematical skills of measuring and estimating as well as the knowledge of making spatial relationships.

b. Marking a solid model of mathematical concept or relationship.

c. Using mathematics in a practical, real-life situation for instance in markets, planning trips and organising event.

Ÿ Benefits of using resources:

a. actively involves students

b. motivates students

c. makes ideas concrete

d. gives hands-on experience

e. makes group work easier

f. gives opportunities for language development

Ÿ According to Huetinck and Munshin (2004) some students are kinaesthetic learners, thus touching objects may enhance their learning needs. An object that can address the concepts in mathematics through visual and kinaesthetic senses is being referred as manipulative.

5. Problems and puzzles

Ÿ This kind of method encourages students to learn mathematics through solving problems and puzzles which have definite answers. The key point of this method is it allows students to work out the solution by themselves.

Ÿ Puzzles develop students’ thinking skills, where problem solving helps to develop the skills of selecting the appropriate method and apply it to the given problem.

6. Investigating mathematics

Ÿ This can be done by setting students with challenge which leads them to discover and practice by themselves. The teacher should find suitable challenges for the students and the challenges should also be matched to the students’ ability.

Ÿ The investigations should encourage students to make their own decisions on :

a. where to start

b. how to deal with the challenge

c. what mathematics they need to use

d. how they can communicate this mathematics

e. how to describe what they have discovered

Portman, J and Richardson, J (1997)

7. Creating a new and fun environment of learning

Ÿ It would be nice if the teacher would bring along the pupils to a mathematic convention or event. This would give them more exposure. Not only that, the children will learn that mathematic is actually fun and very useful in their lives.

8. Active learning

Ÿ Meyers and Jones (1993) define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they have learnt ”.

Ÿ Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives

9. Cooperative learning

Ÿ Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993).

Ÿ When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience.

10. Integrating Technology (use of ICT) in the lesson.

CONCLUSION

In short, by taking into account all of these strategies before starting a lesson, teachers will therefore be able to make students enjoy the lesson and not feel bored and depressed.

Compiled by: Dk Muhyidatul, Nur Farahana, Nur Ridzwannah, Mufidah, Ak Alif

PS 4305 3.18 Question 19

2008-11-13T07:25:00.000-08:00

Explain why Malay pupils perform badly in Brunei PSR and PMB examination?

There is no doubt that Bruneian youths are having difficulties in scoring good grades in PSR and PMB examination especially in Mathematics subject.

The main reasons are:

1. The negative classroom environment.

Classroom learning environment refers to the overall climate and culture of the classroom itself - the communication patterns, the design or the classroom layout (the seating arrangement), the organization of physical space and the teacher’s ability to manage students’ behaviour in the classroom.

It can be a powerful teaching instrument to the teacher. The classroom learning environment needs to be supportive so that students will learn to respect each others and their ideas. Moreover, a positive classroom learning environment helps to provide a safe, secure and stimulating climate for children learning and to perform their best (Fraser, 1998). Teachers in Brunei did not find this very important.

The above picture shows the usual seating arrangement that can be found in any Mathematics classroom in Brunei Darussalam. When teachers consciously develop a plan for setting up the classroom and consistently apply this plan by organizing the seating arrangement shown, teaching and learning of Mathematics lesson in the classroom will therefore become ineffective.

Beside, the most common feature of a typical Bruneian classroom is that the walls and bulletin boards are always left empty without posters or pictures being hanged on the wall.

2. Teaching and learning styles -included covering syllabus issue, mixed abilities and language issues.

Most Mathematics teachers in Brunei usually practised “chalk and talk” approach, where it does not emphasize understanding concepts of ‘how’ to get the solution and ‘why’ the rules work. The teachers are only concerned about covering the syllabus and also preparing the students for the upcoming assessments.

Other than that, students of different abilities may have different standard of English. Those who achieve low scores may have problems in understanding English. Thus, teachers need to explain complicated words using simple English so that the whole class may understand the question. This will result in students being too dependent on teachers’ assistance.

In order to overcome this problem, teachers should be creative in their approach. Teachers should teach their students for understanding rather than just using chalk and talk method. Beside that teachers should take into account students’ different ability levels.

Compiled by:

(Dk Muhyidatul Syifa, Nur Farahana, Nur Ridzwannah, Mufidah, Ak Alif Wira Putra)

PS 4305 3.17 Question 18

2008-11-13T07:00:00.000-08:00

Language become an issue in the learning and teaching of primary mathematics. Explain.

Many pupils in the primary school level have a problem in understanding the questions in mathematic. They are either confused or misinterpreted. This is due to their lack of mathematical vocabulary. Most of the English words can have different meaning in mathematical context. For example the word “volume” in mathematic context refers to the “space” of something whereas “volume” in daily life means “the level of sound”.

The problem in the acquisition of language does not only occur in word-problem question but also in mathematical problem involving order. The importance of having skills in solving word problems has been strongly emphasized as early as in Primary 1.

According to Kantowski (1977), an individual is faced with a problem when he encounters a problem with question he cannot answer or a situation he is unable to resolve using the knowledge immediately available to him. He must then think of a way to use the information at his disposal to arrive at the solution of the problem” (p. 163). He further differentiates between a problem and an exercise. In the case of a problem, an algorithm which will lead to a solution is unavailable while in an exercise one determines the algorithm and then does the manipulation. For example; “Abdul Rahman bought a television set for $2 985 and a video-recorder for $1 280. How much did he spend on the two items altogether?”(C.D.D, 2004).

Students like mathematics as long as they “understand” and understanding is a major goal of mathematics teaching at all levels in the educational system (Stadler, 2002). An important part of the mathematics subject includes the signs and symbols that are available under the learning and teaching of mathematics. Mathematical understanding is both a linguistic and a conceptual matter (Vergnaud, 1998). In order for the pupils in Brunei to understand mathematics, the pupils must be able to identify relationships between the mathematical symbols and also their relation to everyday language.

Research done by Clements (1999), Gurung (2003), Raimah (2001), Sainah (1998) and Saman (2000) shows that Bruneian pupils both in the upper and lower primary have trouble to cope with mathematics word-problem in English language. Since difficulty in solving word problems has something to do with language, so the study also aims to get insight of the level of language difficulties experienced by the pupils and to identify to what extent it affected their problem solving skills.

From a study being done by Hajah Sainah (1998), it can be concluded that in most cases students find problem-solving tasks more difficult than the symbol manipulation of corresponding computational tasks. A statement by the Cockcroft Report (1982, p6) confirms that Mathematics is a difficult subject both to teach and to learn. Mathematics is more complicated when it is being studied as a second language. A child who cannot understand the language of a mathematics problem cannot possibly find the solution as the Cockcroft Report (1982, p89) claims that language plays an essential part in the formulation and expression of mathematical ideas. Tough (1977, p202) also shares this view that the use of language plays an important part in helping children to establish both the basic mathematical concepts and the terminology that are necessary for mathematical thinking.

Language Difficulties

A student with language problems in Mathematics may :

·have difficulty with the vocabulary of Mathematics

·be confused by language in word problems

·not know when irrelevant information is included or when information is given out of sequence

·have trouble learning or recalling abstract terms

·have difficulty understanding directions

·have difficulty explaining and communicating about math, including asking and answering questions

l have difficulty reading texts to direct their own learning

l have difficulty remembering assigned values or definitions in specific problems

(http://www.pbs.org/wgbh/misunderstoodminds/mathdiffs.html)

References:

Curriculum Development Department. (2004). Primary Mathematics for Brunei Darussalam. Darjah 5. Singapore: Federal Publication.
Kantowski, M. G. (1977). Processes involved in mathematical problem solving. Journal for Research in Mathematics Education, 8(3), 163-180.
Hajah Sainah binti Haji Nayan (1998). Problem-solving errors by primary six children in specialist teachersÂ’ project schools. Unpublished M.Ed dissertation, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam.
Stadler, E. (2002). Language and understanding of mathematical concepts.Vaxjo University. In English as a second Language. Educational Studies in Mathematics.November 1993 14,4,325-350.Journal for Research in Mathematics Education, 8(3), 163-180.
Vergnaud, G. ( 1998). Towards a cognitive theory of practice. I.Sierpinska, A. and Kilpatrick, J. Mathematics Education as a Research Domain: A Search for Identiry, 227-240. Kluwer Academic Publishers.

Done by : Ak Alif Wira Putra Bin Pg Awang (06B0410)

Dk Muhyidatul Syifa Binti Pg Mohin (06B0412)

Mufidah Binti Haji Kassim (06B0413)

Nur Ridzwannah Binti Moktar (06B0418)

Nur Farahana Binti Haji Murni (06B0423)

PS 4305 3.16 Question 17 (Malay Ver) Dr Mahathir's Reason of Teaching Maths & Sci in English Current Issue

2008-11-13T03:58:00.000-08:00

MENGAJAR SAINS DAN MATEMATIK DALAM BAHASA INGGERIS

Posted by Dr. Mahathir Mohamad at August 10, 2008 7:52 PM | Permalink | Comments (653) | TrackBacks (0) | Previous Blog

1. Saya mengaku bertanggungjawab berkenaan mengajar Sains dan Matematik dalam Bahasa Inggeris. Kerana itu ramai yang menuduh saya tidak bersemangat kebangsaan Melayu, tidak utamakan bahasa saya.

2. Izinkan saya membuat sedikit penjelasan sebelum saya dihukum.

3. Pendapat saya ialah mereka yang bersemangat kebangsaan Melayu tidak harus utamakan hanya penguasaan bahasa ibunda sahaja tetapi juga melihat bangsanya bediri sama tinggi, duduk sama rendah dengan bangsa-bangsa yang maju di dunia. Hanya dengan fasih bertutur kata dalam bahasa sendiri dengan ilmu pengetahuan yang cetek tidak akan menjadi bangsa kita mulia dan mampu bersaing dengan jayanya dengan bangsa-bangsa maju dan dianggap setaraf dengan mereka.

4. Kita diberitahu Nabi bersabda "Tuntutlah ilmu hingga ke negeri China". Apakah dapat orang Arab tuntut ilmu orang Cina tanpa mempelajari bahasa Cina, lisan dan tulisan, terlebih dahulu?

5. Kita juga tahu orang Arab telah menguasai ilmu Sains, Matematik dan falsafah yang diterokai oleh orang Yunani (Greek) dan menterjemahkan ilmu-ilmu ini ke dalam bahasa Arab sebelum kaji selidik dilakukan untuk memperluaskan ilmu-ilmu ini.

6. Semasa bangsa-bangsa yang beragama Islam iaitu Arab, Turki, Uzbek dan lain-lain berjaya bangunkan tamadun Islam yang gemilang, bangsa-bangsa Eropah berada "di zaman gelap", zaman mereka tidak berilmu dan percaya kepada kuasa-kuasa ghaib terhadap segala kejadian alam.

7. Pada abad ke-15 Masehi, orang Eropah yang berkurun-kurun kagum dengan tamadun orang Islam mula sedar akan ilmu pengetahuan dalam bidang sains, perubatan, matematik, astronomi yang dimiliki orang yang berbahasa Arab serta sumbangan ilmu-ilmu ini kepada tamadun gemilang Islam. Paderi-paderi Kristian Eropah belajar bahasa Arab untuk mendapat akses kepada ilmu-ilmu yang berada dalam kutub-khanah milik Arab dan orang Islam lain.

8. Mereka mempelajari semua ilmu-ilmu ini dalam bahasa Arab dan menterjemahkan kedalam bahasa Latin, dan kemudian kepada bahasa-bahasa Eropah. Kemudian mereka pula membuat kajian dan memperluaskan semua ilmu-ilmu ini. Maka terdirilah tamadun Eropah yang terus maju hingga ke zaman sekarang.

9. Yang jelas daripada sejarah ialah penguasaan ilmu yang ada pada bangsa lain bermula dengan penguasaan bahasa bangsa-bangsa ini.

10. Apakah kita tidak mungkin mengadakan segelintir daripada orang Melayu mempelajari bahasa ilmu di zaman ini, iaitu bahasa Inggeris supaya mereka dapat menterjemahkan ilmu-ilmu ini kepada bahasa Melayu. Dengan itu orang Melayu lain boleh kuasai ilmu-ilmu ini dalam bahasa Melayu, tanpa mempelajari bahasa Inggeris.

11. Malangnya keadaan sekarang tidak seperti abad ke-15 dan sebelumnya. Ilmu di zaman dahulu terhad, dan tidak bertambah dengan pesat.

12. Di zaman ini ilmu Sains dan Matematik yang amat penting untuk membangun dan memajukan masyarakat manusia, kembang dan bertambah dengan pesatnya. Tiap hari, tiap bulan dan tiap tahun ilmu baru yang diperbaharui sepanjang masa, diperkenalkan oleh para saintis dan pengkajiselidik kepada masyarakat dunia. Ilmu matematik terutama algorizmi dan perhitungan yang kompleks digunakan untuk mengetahui apa hasil jangka panjang daripada sesuatu teori dan untuk menentukan gerakan bintang di langit supaya kapal angkasa dapat menemui sasaran setelah berjalan berbulan-bulan.

13. Dimasa yang sama banyak ilmu baru diperkenalkan yang berasas kepada kuasa elektrik, gerakan atom, sains halus atau nano science, asas-asas fisiologi kehidupan tumbuh-tumbuhan dan makhluk Allah dan berbagai-bagai lagi.

14. Hakikatnya ialah jumlah ilmu baru dan kepantasan perkembangannya tidak dapat dikejar oleh penterjemah Melayu yang sedikit yang ada. Harus diingat untuk menterjemah tiap ilmu khusus dalam bidang Sains memerlukan bukan sahaja kefasihan dalam bahasa Melayu dan Inggeris, tetapi juga kepakaran dalam ilmu berkenaan. Kita tidak punyai dengan mencukupi orang yang berkebolehan seperti ini. Jika ada beberapa kerat orang seperti ini mereka tidak mungkin sanggup bekerja sebagai penterjemah seumur hidup mereka.

15. Sebaliknya jika kita belajar Sains dan Matematik dalam bahasa Inggeris kita akan dapat akses secara langsung sendiri semua ilmu yang diterokai dan dibukukan dalam bahasa Inggeris tanpa menunggu pengalih bahasa kita. Tiap-tiap tajuk yang terkini dan yang lama terbuka untuk kita menguasainya. Dengan itu kita tidak akan ketinggalan daripada segi ilmu pengetahuan berbanding dengan bangsa yang maju.

16. Sesungguhnya agama kita menuntut supaya kita kuasai ilmu-ilmu ini. Sebagai orang Islam kita perlu bersedia untuk mempertahankan umat Islam. Di zaman dahulu kuda perang, pemanah, pedang dan tombak memadai untuk pertahanan.

17. Di zaman ini kita perlu kereta perisai, meriam dan roket, pesawat pejuang dan pengebom, kapal perang dan kapal selam. Kita tak mungkin cipta dan bina semua ini tanpa ilmu sains dan matematik. Kita boleh beli daripada orang lain tetapi ini bermakna kita letak diri kita di bawah cengkaman mereka.

18. Jika kita ingin amal ajaran Al-Quran berkenaan dengan keperluan pertahanan bagi umat Islam maka penguasaan ilmu sains dan matematik perlu menjadi sebahagian daripada fardhu kifayah bagi kita. Ia bukan ilmu sekular seperti diperkata sesetengah orang. Ia adalah sesuatu yang diwajib keatas diri kita.

19. Jika kita abaikan ilmu ini semata-mata kerana kita lebih utamakan bahasa kita, dan dengan itu kita jadi bangsa yang kolot dan lemah, dan dihina oleh orang, kita tidak boleh dakwa yang kita adalah pejuang bangsa dan agama. Orang yang rela bangsanya dihina tidak faham akan makna nasionalisme yang sebenar atau tanggungjawab orang Islam terhadap agama mereka.

20. Bagi saya pejuang bangsa yang betul-betul bersemangat perlu bermatlamat untuk menjadikan bangsanya bermaruah, dihormati oleh semua bangsa lain dan berkebolehan bersaing dalam apa juga bidang dengan kemungkinan berjaya.

21. Pemimpin dan pejuang yang hanya ingin disukai ramai dan kerana itu sanggup membiar bangsanya menjadi kolot dan hina, bukanlah pemimpin yang sayang bangsanya. Mereka hanyalah oportunis yang sanggup gadai bangsa sendiri asalkan mereka dapat kekalkan kedudukan mereka. Mereka ini bukan nasionalis dalam erti kata sebenar.

22. Bahasa jiwa bangsa. Tetapi ilmu menentukan keselamatan dan maruah bangsa.

PS 4305 3.15 Question 16

2008-11-12T21:47:00.000-08:00

Explain how the use of ICT can facilitate teachers in the process of teaching and learning of primary mathematics?

The teaching and learning of primary mathematics focus on the understanding and application of concepts, skills, procedures and processes to a range of situations such as real problems that are faced in daily lives.

The ultimate goal in promoting the use of ICT in the process of teaching and learning of primary mathematics is to increase the effectiveness of teaching and to improve pupils’ learning.

By using ICT in teaching and learning of primary mathematics can then help to improve the quality of teaching and learning and also may possibly raise the academic standard of students.

The use of ICT in the process of teaching and learning of primary mathematics can help to make the learning process becoming “alive” – meaning by making the thinking processes visible to both teachers and students.

ICT has been used broadly to mean a range of equipment, resources, electronic and digital materials, internet and networking, educational software and programs which can be used in connection with teaching and learning.

For instance, problems related to number patterns, their relations, factors, multiples, time table can be taught using number grids for which software is also available. Likewise, using statistical software, dynamic geometry software, and graphic calculator students can present a set of data in different forms and understand the relationship of data and their shapes.

As we all know, primary mathematics class needs lots of interaction, reasoning and observation, thus ICT in this case, will be very much needed and can be very useful in making teaching and learning mathematics to happen effectively. Use of ICT can help teachers to make pupils to become attentive towards the lesson.

Therefore, ICT can be very helpful for teachers in preparing and managing teaching and pupils will better understand the mathematical ideas through audio visual activities and experimentation. Thus, it helps to make the teaching and learning of primary mathematics more enjoyable and interesting. The effective use of ICT can help to transform the interaction between teachers and pupils in the classroom, allowing for discussion and analysis in the lesson, which in return can help to develop critical thinking skills among the pupils. By doing so, teachers are helping the pupils to learn better and therefore enhance the pupil abilities of using ICT.

Tools such as overhead projectors, interactive whiteboards/smart boards, large monitors, projectors, scanners, digital cameras and different multi media resources – help teachers to manipulate mathematical images and data to work with a whole class rather than individually- in this case, helps to save teachers’ time and reduces teachers’ workload.

A report taken from the Information Technology Advisory Panel (1986) stated that:

An IT aided system can act as a ‘teacher’s assistant’ and can take on the burden of straight forward clerical work and some of the more mechanical parts of teaching itself, leaving the teacher free to concentrate on the individual needs of the students and on the higher level aspects of managing the learning process (p.14).

Teachers can use ICT as their teaching tools. The use of ICT such as computer can supplement the teacher in the classroom. While children watch or use the ICT and learn, the teacher can talk to them, guide them, give them advice and suggestion. Thus once again help saves teachers’ time.

A report from (DfES, 2003) says that ICT 'helps reduce teacher workload in terms of lesson preparation, planning and assessment'.

Summary

ICT can help teachers in the process of teaching and learning of primary mathematics by means of:

Allow students to construct or build own mathematical ideas in enhanced ways.
ICT tools offer dynamic environment for both the teacher and pupils in which they can explore, share and convey mathematical ideas and conceptions with demonstrations and visualization.
ICT tools can help reduce teachers’ workload.
ICT can help teachers teach more effectively

Compiled by:

Dk Muhyidatul, Nur Farahana, Nur Ridzwannah, Mufidah, Ak Alif

PS 4305 3.14 Question 15

2008-11-12T02:23:00.001-08:00

What are the problems that teachers and pupils encountered in schools in the teaching and learning of primary mathematics? How do you overcome them?

1. Lack of resources

- No textbooks provided for Brunei curriculum. Meanwhile, Brunei uses/adapt Singaporean textbook in teaching mathematics.

Solution:

1. Establish and provide Mathematics textbook in Brunei version

2. Using alternative such as the ‘SMART’ book, any educational books that are suitable and relevant, etc.

2. Financial

- Not enough teaching materials/facilities, such as computers, OHP, interactive whiteboard, internet access, etc.

Solution:

Government & teachers have to cooperate in providing budget for the teaching materials.

3. Lack of knowledge & skills

- Teachers are not confident in teaching mathematics. Moreover, mathematics nowadays is in English medium. This result in the reluctant of some teachers especially the senior teachers who are used to Malay language.

Solution:

Training teachers through attending workshops, conferences, meeting, computer lessons, etc. Through those above, teachers can share their teaching experience.

4. Time management

- Sometimes, lesson is being disturbed through class management. Most of the time is filled with controlling the class.

Solution:

Teachers’ duty is to make the students busy by giving them activities. We divert students’ attention to do task rather than disturbing their friends. So, teacher can reduce time for controlling the class and more time is spent in the teaching and delivering the lesson.

(Provided the activities given by the teacher are fun, interesting, meaningful as well as challenging)

5. No time for remedial classes

- No remedial given to low-ability students.

Morning time – Fully occupied by other subjects

Afternoon time – students attend to Agama School

Friday & Sunday – Parents are reluctant to send their child to school.

Solution:

Parents involvement through sports day, parents-teacher meeting etc

Make school as the welcoming place for parents.

6. Lack of teaching aids

- Teachers rely too much on textbook

Solution:

Teacher shoukd provide variety of representations such as concrete materials, the use of diagrams, the use of information, communication and technology, etc.

7. Communication barrier

- Students have difficulty in English language.

-They do not understand what the questions are about According to Newman Error, the major problem of Bruneian students is the COMPREHENSION.

Solution:

1. Explaining the terms first using flash cards

2. Encourage them to speak English

8. Students’ perception

-Students think that mathematics is a boring, complicated, always dealing with numbers, symbols & problem solving

- Students always thin that mathematics does not make sense and not important to their everyday life.

Solution:

1) Teacher should open students’ mind/perception toward mathematics by making learning Mathematics fun, make sense and relate it to their everyday life.

2) Teacher Should not give up in teaching Mathematics and always motivate students to like mathematics.

9. Students’ performance

- Students’ performance in mathematics decreasing due to traditional way of teaching such as teacher’s chalk and talk, memorise (rote learning), too dependent on the use of textbook, etc.

Solution:

1. Give varieties of modified questions (higher order questions for brighter students)

2. Lower the teacher’s expectation such as obtaining simple objectives. By doing so, students can experience success even the low-ability students.

10. Lack of collaboration between teachers

- In terms of sharing ideas, teaching strategies, teaching materials, resources, etc.

Solution:

Teachers can share their strategies, materials, etc to other teachers.

It is not just the benefit of our own but the whole school too.

11. Classroom environment

- Overcrowded (too many pupils in one class)

- dullclassroom (e.g bare wall)

Solution:

Display students’ work, decorate classroom to provide a stress-free and conducive environment.

Done by:

Faisal, Shaharlena, Dk. Hjh. Siti Zahrah, Rozaimah and Adi Fahannie.

PS 4305 3.13 Question 14

2008-11-12T02:17:00.000-08:00

What are the main skills that pupils learnt from traditional Bruneian games?

1. Mental Calculation / Estimation

Children can carry out the calculations mentally without the help of calculators or any devices. E.g. In playing “Congkak”, children count the number of beads mentally in order to get into the target hole.

- Students can do basic addition, subtraction, multiplication and division mentally.

2. Thinking skills

Children can develop their thinking skills and thinking strategies through solving varieties of problems that may arise while playing the games. E.g. “Pasang”, children think of the offensive and the defensive strategies for each move.

Hence, children can improve on their imaginary skills. They know the risk of winning and losing the game. They will be able to think in higher order thinking.

3. Predicting skills in estimation problems

When they have mastered the game i.e. they know the game strategies already, they will be able to predict or think of the move of their opponents.

4. Observing / focusing skills

E.g. In playing marble, they have to focus on the targeted marble to win the game. In other game like “Simban”, the child needs to observe his/her opponent to avoid cheating. Another game, “Gasing”, the player needs to really focus to target the opponent’s “Gasing”.

Hence, they will be able to identify shapes, patterns, and they will also be able to do problem solving.

5. Communication Skill

Children can learn to communicate with each other. In playing any Bruneian games, children may give instructions or the rules of the game to their friends; give supports to their group members if they play the game in group, etc.

- Through discussion, brainstorming, interaction (interpersonal or intrapersonal) with peers or teachers.

6. Balancing skill

In the games like “Sepak Raga” and “Tinting”, children needs to balance their bodies so that they would not fall to the ground.

- They will be able to weigh using balance.

7. Recording and handling data

Children can learn how to jot down or record their score data. They can also learn how to count using “tally” method. E.g. In playing “Congkak”, Munah got 77 beads and Munap got 35 beads. So, they may count the no. of beads using the “tally” method as follow:

Munah

Munap

They will also be able to plot graph or any data representations.

8. Mastering simple concept

“Symmetrical” or “Rotation” – “Pasang”

“Higher” or “Lower” – “Main getah”

“Nearer” or “further” – “Tinting”

Hence, children can do comparison of values, height, area, volume and even weight.

9. Measuring skill

Children can learn how to measure for example, in making kites or in drawing Tinting’s layout. They can learn to measure using arbitrary units or standard units.

They can measure length, breadth, volume, area, etc.

Done By: Sha, Zahrah, Faisal, Rozie & Hannie.

PS 4305 3.12 Question 13

2008-11-12T02:11:00.000-08:00

WHAT ARE THE ROLES PARENTS PLAYED IN THE DEVELOPMENT OF MATHEMATICAL LANGUAGE OF PRIMARY SCHOOL CHILDREN?

By: Hannie, Rozie, Zara, Sha & Faisal

1. Parents should have a positive view toward Mathematic. This includes their attitudes, supports, motivation and encouragement.

o Let the child know that everyone can learn Maths.

o Let the child know that you think Maths is important & fun.

o Be positive about your own abilities in Maths.

o Never criticize children’s teacher in front of them.

o Encourage persistence in learning/ teaching Maths problem.

2. Make Mathematic as part of the child’s day.

o Encourage the child to tell how he/she uses Maths in everyday life.

o Play games and do puzzles with children that involve Mathematical language for instance: snake & ladder, Monopoly, etc.

o Make up games using cards.

3. Parents should understand their children and encourage them to give explanation.

o When the child is trying to solve a problem, ask what he/she is thinking.

o Talk about their ideas and how they reach solution- helps children to reason mathematically by drawing pictures and moving objects as well as by using words.

o If the child gives wrong explanations, parents try to rephrase.

4. Expose them to early Maths since they are still young before they go to school.

o For example, start teaching them number (1-10), etc.

5. Sing nursery & songs that are related to Maths together with them. for example:

Four little ducks that once I knew

Fat duck, skinny duck, they were too.

But one little duck with a feather on her back,

She ruled the others with a quack, quack, quack!

Down to the river they all would go,

1,2,3,4 all in a row.

But one little duck with a feather on her back,

She ruled the other with a quack, quack, quack!

6. Listen to short stories that are related to Maths.

o For examples, “one hundred hungry ants”

7. Watch relevant educational programs.

o For example: Sesame’s streets, TV IQ, etc.

8. Point out writing in books, newspapers, shops, on food packaging, street signs, etc.

9. Help children make connections between school Maths and Maths in their everyday world.

o Apply Maths in every place in the house. For example; kitchen (take 3 spoons of sugar), Bathroom (cover 1/3 of the toothbrush with toothpaste) and Living room (TV remote control).

o Using simple bathroom scales and kitchen scale at home- prepare children for using equipment to weigh and measure.

10. Look for patterns on animals, pavement, and clothing and discuss the patterns.

o Pattern- stripy, spotty, chequeaed, zig zag.

11. Talk about the shapes of everyday objects, both indoor and out, the classification of the shapes and object.

o For example: sandwich, watch and etc.

12. Talk about objects that are big, little, heavy, light, full, empty, long or short.

13. Encourage the child to estimate things.

o For example simple concept of “heavy” and “light”.

14. Take children for a walk then ask them to do Maths things.

o For example: “ take 2 steps and 3 steps” or “ hop 4 times and turn around 1 time”

15. Implement a love of reading to the children. Read fun Math books. For examples:

o “counting on front” by Rod clement

o “How much is a million” by David Schwartz.

PS 4305 3.11 Question 12

2008-11-12T02:07:00.000-08:00

WHAT ARE THE ADVANTAGES OF ICT IN PREPARATION OF RELEVANT RESOURCES FOR TEACHING AND LEARNING MATHEMATICS?

Saving teacher’s time for finding resources and teaching
Some of the topics are easy to prepare, to edit and to make changes. Furthermore, information can be easily updated.
Variety of programs and resources available on the website for the students to practice some of their higher order mathematical skills and mathematics of higher order thinking skills.
Creative (colourful, animation, music and etc) to motivate students to learn and sustain their attention. It encourages teachers to create interesting and fun lesson to combat boredom.
Guided discovery learning which produces self discovery learning with the help of teacher.
Active participation of students through activities using interactive whiteboard with the help of teacher.
Inclusion of more challenging problem-solving and investigative tasks for brighter students. Teachers can use math software to occupy stronger students (fast learners) and this allows teacher to give extra attention to the weaker ones.
There are different types of software packages available, appropriate for teaching different aspects of mathematics, which provide better results than regular teaching.
ICT is an important tool for pupils to manipulate mathematical figures and allow them to see what EFFECT their changes are having.
Stimulate collaborative or cooperative learning; sharing of equipment by small groups or pairs may have positive advantages.
With the use of tools such as calculators, children can basically skip the lower order note memory skills like memorizing addition and other facts.
Making use of CD Rom Programs allows the teacher to give some instructions, including demonstrating and modeling how to use the program so that the student are able to do independent work.
In some higher achieving schools, students can also use internet to facilitate research and learning in situations where the teacher is not present.
Increase academic skills, reinforces social behaviours and appropriate use of ICT and Strengthens peer relationships.
Some site for instance ‘project interactive’ is a site where students can practice their skill in a drill format. They may choose their grade level and skill they want to practice and work independently at their own level.
There are some sites that allow students to ask question in mathematics e.g. “Dr. Math” to add further knowledge for better understanding.
Relate knowledge for several areas in mathematics or other subjects.
Concepts can be explained easily.
Avoid problems of too overlying on the use of textbook.
Using ICT means more exploration and development of ideas by children to enhance their ability to make sense of mathematics.

Group members: Sha, Faisal, Shamsul, Hannie, Rozie, and Zahrah

PS 4305 Role of ICT and Internet in Maths Ed (Arni and Dk Nur Najibah)

2008-11-11T08:33:00.000-08:00

W1 Role of ICT

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PS 3218 1.18 Fractals Chaos (Part 3)

2008-11-08T07:50:00.000-08:00

Chaos

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PS 3218 1.17 Fractals Properties (Part 2)

2008-11-08T07:48:00.000-08:00

Fractal 5

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PS 4305 3.10 Question 11

2008-11-08T07:24:00.000-08:00

List the strategies you would use so that students will not feel bored and feel depressed (Give examples).

“Boredom is all too often present in the classroom” (Csikszentmilayli & Larsen, 1984).

“When classrooms offer minimal arousal potential, students are inattentative; they daydream and may actually fall asleep” (Heron, 1957).

1. Create differentiated instruction as it helps teachers avoid student anxiety and boredom that can be evident in one-size-fits-all curriculum. This would also mean that teachers are catering for all the individual differences in the classroom. "Differentiation is changing the pace, level or kind of instruction you provide in response to individual learner needs, styles, or interest." (Heacox). When learning tasks are consistently too hard, students become anxious and frustrated. On the other hand, when tasks are consistently too easy, boredom arises. Both boredom and anxiety inhibit a student's motivation to learn, and affects the achievement.

2. Use a wide and mixed range of teaching strategies in the classroom instead of a single approach to the lesson. It is up to the teachers to pick suitable teaching strategies within the lesson to capture and maintain students’ interest and avoid boredom. Example; break the lesson into short-structures or activities in which children can actively participate such that teaching and learning can take place.

3. Use ICT as part of the teaching tools so that both teachers and pupils have an active and a two-way interaction. The integration of ICT with the mathematics curriculum has the potential for developing children’s interest in mathematics and enriching their learning experiences. ICT helps to bridge the gap between abstract concepts and concrete experiences.

4. Use a variety of representations in the classroom in order to facilitate the development of the content knowledge and processes involved such that the delivery of lesson in the classroom is balanced. For example; concrete materials will help children to develop basic mathematics concepts. This will facilitate the development of higher order skills and thought processes which can then be related with the use of real diagrams, real life examples, verbal representations and symbolic representations to help children move from concrete to more abstract ways of thinking.

5. Incorporate suitable and relevant games in the classroom when appropriate so that students will be interested and learn at the same time in a non-threatening environment. Such as board games during the main (development) part of the lesson that are related to mathematical concepts, i.e. monopoly for teaching money and so on.

6. Give interesting homework which is not derived from the textbook or unfinished class work which is relevant and at par with the students’ level based on the lesson learned of certain mathematical concepts, i.e. puzzles, mind-teasers, etc.

7. Varying modes of instruction such as the use of storytelling in solving mathematical problems both orally or written. For e.g ‘Ali, Abu and Ahmad were friends. They went to a playground to play marbles. Ali has 10 marbles and Abu has 5 marbles and Ahmad only has 3 marbles. In the end Ali lost all his marbles. What happened?’ The teacher can ask the students to continue and make up stories by using simple mathematical functions and concepts which they have learned.

8. Generate the element of suspense or surprise during the lesson. The dynamics of suspense offer teachers’ curiosity-inducing opportunities in the classroom thus it makes the students anticipate eagerly what are they going to learn in the classroom. It can be accomplished e.g. by keeping a particular activity for the lesson secret. This will arouse their curiosity because students encounter unexpected, novel, strange, and unpredictable objects.This will also simulate and maintain their interest towards the lesson and reduce boredom.

9. Provide opportunities for role-play in the classroom relevant to any mathematical concepts. Role play makes learning fun, arouse students’ interest and reduce boredom in the classroom. Through role-play, i.e. to teach the concept of addition and subtraction for money problems, students can be asked to make a shopping list of items they can buy with a certain amount of money. This would also make them active participants in learning.

10. The physical classroom design is also important to reduce boredom. Traditional seating arrangement in rows limits interaction with one another. While it maintains students’ behaviour in the classroom, learning therefore takes place in a routine way. Teachers should change the seating arrangement periodically which would maximise the teaching and learning in the classroom. Allow for students to work in groups for a given project suitable with the content such that it breaks the routine of seatwork exercises from just focusing on the textbook or workbook.

11. The use of rewards should be introduced and established in the classroom learning context. A reward system is effective to reduce boredom as students have something to look forward to (a form of gratification) if they did what is required from them of certain tasks. Rewards need not be always tangible such as sweets but it can be simple things like an extra time to work on the computer, etc.

Done by:

Haji Ruzaini Haji Mazin 06B0405

Md. Salleh Hamidy Awg. Julidy 06B0407

Afrah Izzat Hj. Tejuddin 06B0408

Ahmad Humaizi Hj. Samehon 06B0409

Ak. Nabil Fikri Pg. Osman 06B0419

PS 4305 3.19 Question 10

2008-11-08T07:16:00.000-08:00

HOW CAN BRUNEIAN TRADITIONAL GAMES BE USED IN THE TEACHING AND LEARNING OF PRIMARY MATHEMATICS?

a) Can be incorporated in the lesson to teach basic number skills such as counting on, estimation as well as to enhance addition and subtraction and mental calculation in a fun and interesting way. Example, Congkak and Pasang.

b) Use it as a maths activity or challenge in the classroom for enrichment and thus make learning enjoyable. Hence, teachers should improvise to carry out the activities in the classroom to make it simple.

c) As learning tools so students can manipulate and learn at the same time since primary school students need to have as much as possible concrete examples in order to facilitate their understanding of mathematical concept better. It is also a good opportunity for those students who prefer hands-on activity or to cater for the kinesthetic learners.

d) For top spinning, teachers can improvise by finding ‘toy-like’ top spinning and use for mathematical activities in the classroom such as estimate how long will it last, record the time taken and take the average. Another activity is to ask students to convert the time in minutes to seconds and so on.

e) In terms of kite flying, pupils can be asked to calculate the area or the kite or perimeter, make and design the kite, observe the patterns, i.e. symmetrical as well as comparing the sizes of the kites.

To conclude, traditional games provide teachers with many different ways to teach suitable and relevant mathematical concepts in the classroom context. Not only it is an interesting approach for teachers to use such games in the classroom but it also provide enjoyment for students such that learning is more fun and enjoyable. It is up to the teachers to improvise ways to introduce the games to students and fit in during any parts of the maths lesson as well as improvise the materials needed in order to introduce such games.

Done by:

Haji Ruzaini Haji Mazin 06B0405

Md. Salleh Hamidy Awg. Julidy 06B0407

Afrah Izzat Hj. Tejuddin 06B0408

Ahmad Humaizi Hj. Samehon 06B0409

Ak. Nabil Fikri Pg. Osman 06B0419

PS 4305 3.18 Question 9

2008-11-08T07:11:00.001-08:00

What are the roles of teacher in the enhancement of Mathematics in schools?

a) Teachers should equip themselves with good and sufficient content and pedagogical knowledge so that they have the mastery of the content to teach the pupils.

a. Teacher’s holistic and profound understanding of the underlying mathematical concepts and their interconnections.

b. Teacher’s ability to facilitate the transfer of the understanding to the learner.

c. The teacher’s understands of what the learners brings with them into the class.

b) Teachers have to make lesson relevant. Children will understand more and remember the innovative and interesting ways in which a subject is presented. If it is interesting they are more likely to understand it. Look at ways in which Maths can be shown to be useful rather than just an abstract subject that has to be covered each day. Children are more willing to learn if the material is presented in a relevant way and showing Maths in action is guaranteed to get pupil’s attention. Therefore, teachers must know their responsibilities.

c) Use a variety of instructional representations such as diagrams, symbolic, ICT, concrete, etc so that it is balanced. Children should be actively involved in learning mathematics through the use of a variety of representations. For example, use manipulative and pictures in your teaching. Almost all mathematical concepts can be illustrated with pictures, which can even take a place of concrete manipulative. For example, if you can condition your children to draw lots of pie pictures when studying fractions, they can learn to visualize fractions as pies. Then they will not make the addition mistake 1/2 + 1/4 = 2/6

d) Catering for leaner differences by designing different Maths activities for all learners. The teacher designs or selects something for pupils to do that will engage their intellect, stretch their thinking, increase their mathematical understanding and expand their toolkit of how to solve problems in their real world. For more able pupils, enrichment activities should be provided to broaden their Mathematical knowledge. For less able learner it should be made relatively easy. In other words, enrichment activities for smart pupils and remedial activities for low achievers.

e) Encourage the pupil especially upper primary to use thinking skill and problem solving strategies during Mathematics lesson so that it can increase academic achievement. Teachers also should increase their skill otherwise they are also the same, only relying on books and should solve problems which associated with real situations.

f) Provide with relevant and suitable Maths activities where pupils can experience success so that they are motivated and progress.

g) The teacher should facilitate the pupils to learn Mathematics by using their senses especially hands-on activities or activities which the pupils can manipulate the objects in practical work, therefore it will be more pupil-centered and of course the teacher should be selective, otherwise it is going to be hard for both teachers and pupils.

Done by:

Haji Ruzaini Haji Mazin 06B0405

Md. Salleh Hamidy Awg. Julidy 06B0407

Afrah Izzat Hj. Tejuddin 06B0408

Ahmad Humaizi Hj. Samehon 06B0409

Ak. Nabil Fikri Pg. Osman 06B0419

PS 4305 3.17 Question 8

2008-11-08T07:08:00.001-08:00

Explain how teachers can encourage and motivate students to learn Mathematics using ICT?

a) Provide opportunities for practical work using mathematical softwares (e.g. PC Logo, Sketchpad), resource CD (e.g. SMART Mathematics) and incorporate them into the lesson.

b) Allow students to explore on their own during the maths lesson held in the lab so that they can manipulate through the use of ICT.

c) Design a maths project (individually or in groups) related to the use of ICT and rewards the best outcome and efforts. E.g. using PC Logo during a maths competition.

d) The syllabus (curriculum) is linked with ICT so that its use is constantly encouraged especially with the introduction of SPN 21.

e) Use a variety of ICT related examples which must be relevant and that prepared beforehand; flash videos (download from internet) during lesson.

f) Establish a clear step-by-step guideline for any ICT related examples or programs used during the lesson so students can work independently, i.e. written guideline for easier reference.

g) Ensure that the programs used are at par with the students’ level so that they are motivated to explore during their free time, i.e. at home.

h) Use a wide range of peripherals during the maths lesson, e.g. interactive whiteboard, multimedia projectors etc. Involve students to use the peripherals to allow active participation from the students. Set up early to avoid wasting time.

i) Increase and promote parents’ involvement on the importance of using ICT so that they can help their children at home for any ICT related work assigned to them through letters sent to parents, web portals, meeting, etc.

j) Create mathematical games/challenges using ICT (interactive games) during the lesson so that it is more interesting and allow students to learn and play at the same time.

Done by:

Haji Ruzaini Haji Mazin 06B0405

Md. Salleh Hamidy Awg. Julidy 06B0407

Afrah Izzat Hj. Tejuddin 06B0408

Ahmad Humaizi Hj. Samehon 06B0409

Ak. Nabil Fikri Pg. Osman 06B0419

PS 4305 3.16 Question 7

2008-11-08T06:58:00.000-08:00

What are the advantages and disadvantages of early exposure of children to mathematical language in primary school?

Advantages

(1) It helps equip children with a uniquely powerful tools (logical reasoning, problem-solving skills and ability to think in abstract ways) to understand and to develop their imagination. Thus, this serves as a bridge between concrete and abstract representation.

For example: When children are given concrete materials to work with, it can help them understand the mathematical concepts, so when they are given task that need higher thinking processes (problem solving questions) they are able to understand immediately. Children will also able to do modelling and transformation of mathematical concepts.

(2) Children can learn to communicate mathematically. This helps young children to develop confidence in their ability to understand and use mathematics. In other words, to see mathematics within their reach.

For example: Children can present and convey information in many ways such as using diagrams, graphs to represent data.

(3) Increase children’s motivation to participate in the mathematics activities and lessons. Therefore, this could help enhance their achievement in mathematics and this also could act as a foundation for them to think critically and logically as they grow older.

(4) Helps improve social interactions. It encourages interaction between peers and between the teacher and the children. Children become more confident to answer and discuss questions as well as to participate in class activities.

(5) Early exposure to mathematical language helps children expand their technical terminology as they proceed from one level to the next in order to avoid confusion and misconceptions.

For example: Children will learn new terms such as adjacent, interior angles, polygon (Topic: Geometry).

(6) It also helps foster positive attitudes towards mathematics. Where in the early stages, there are plenty of opportunities for the children to explore and play, to see relationships in things around them, to solve problems and to see mathematics in a positive light.

Disadvantages

(1) It can cause children to become confused as they sometimes are unable to make connections between abstract or conceptual aspect of mathematics with reality.

For example:

(a) The word table in mathematics would mean addition or multiplication tables, in which they learn the concepts of addition or multiplication, where in everyday life, table is simply a piece of furniture with a flat top, supported by legs.

(b) Volume, in mathematics is about learning the concepts of shape and space, but the children might think it as a volume control for the television or radio.

To overcome: Teacher must explain technical terms clearly.

(2) Children may not be ready to understand a mathematics concept or skill because of their conceptual development. Children learn mathematics concept slowly than we realise. These make learning mathematics even more difficult among the children as some mathematical terms that are used are no where to be heard outside the classroom and during everyday interaction. For example: equation, subset, etc.

To overcome: Teacher must teach mathematical concepts according to the children’s level of understanding.

(3) Early exposure to mathematical language can cause children to be uninterested in learning mathematics at a later stage as they tend to get mentally exhausted.

To overcome: Make learning mathematics more FUN.

(4) Ineffective learning among the children. This is when the teacher fails to carefully plan the mathematics lesson and expose mathematical languages that are not suitable for their learning development. Therefore, learning may not take place effectively and thus this could develop learning gap in the children and contributes to weak foundations in mathematics.

PS 4305 3.15 Question 6

2008-11-08T06:53:00.000-08:00

In what ways traditional Bruneian games played an important role in the teaching & learning of primary mathematics?

Games have a contribution to children. Such games, used as part of balanced curriculum, can bring substantial benefits to children who play them, in terms both of the enjoyment and interest they arouse and of the actual learning that takes place as the game proceed.

Teachers and pupils will be able to get to know different types of traditional games that are available that has been played for generations and thus makes teaching and learning more fun and enjoyable and the same time the pupils will be exposed to the history of the games.

In the context of teaching and learning activities, traditional games can be used as enrichment activities as it can play an important role to train pupils to think logically and systematically, stimulate their interest to learn mathematics, strengthen mathematic concepts and skills. Hence this will improve and upgrade their thinking skills to a higher level.

Some games are particularly suitable as an introduction to a new topic, while others are ideal when revision of a topic is needed. It can also act as starting points for investigations or project work, and others again can usefully fill ten minutes at the end of a lesson or provide some variety in a lesson instead of formal written work.

Mathematical games develop mathematical communication as pupils explain and justify their moves to one another. Therefore it provides the opportunity for the pupils to communicate their ideas and justify their thinking.

Teacher plays an important role in encouraging pupils to explain their thinking and keeping them focused on mathematical ideas.

In general games can be played by pupils without specific mathematical knowledge as long as they are willing and able to ‘think mathematically’.

The traditional Bruneian games have its own unique ways of how it should be played (rules), so pupils have to be encouraged to observe many different things about objects and events they study, to consider a wide range of activities, not just the ones they first think will be important, to search systematically for patterns and relationships and not merely those that their existing ideas or past experiences lead them to expect. In other words pupils have to be helped to approach problems inductively as well as deductively.

06B0402, 06B0403, 06B0414, 06B0421, 06B0422

It plays an important role as it encourages a positive attitude that will greatly extend the scope of learning mathematics and consequently add to its value.

Through traditional Bruneian games will supplement and enrich the normal school mathematics programme and provide mathematical experience of importance.

Experience at using games in teaching will be very beneficial to pupils. However teacher should be clear about the objectives. Pupils will be expose to problem solving skills where they need to solve it analytically and hence this skills become finely tuned.

Looking at some of the questions which pupils should ask themselves when starting to play a game, and putting them under a mathematical heading gives a good idea to the higher order skills involved.

Form of question	Mathematical heading
How do I play this?	Interpretation
What is the best way of playing?	Optimisation
How can I make sure of winning?	Analysis
What happens if...?	Variation
What are the chances of...?	Probability
Form of statement	Mathematical idea
This game is the same as...	Isomorphism
You can win by...	A particular case
This works with all these games.	Generalisation
Look, I can show you it does...	Proving
I record the game like this...	Symbolisation and Notation

http://www.bbc.co.uk/ : Mathematical Games as an Aid to Teaching Mathematics

Examples of traditional games : Congkak & Pasang

i. The game like congkak involves mathematical ideas in a way such as counting (division & addition), patterns and probability. Thus the game like this helps the pupils to build confidence with numbers.

ii. Problem solving and critical thinking skills are involve in playing the game. The pupils need to observe and think thoroughly, which appropriate holes containing beads to choose from for them to be able to obtain as many beads as possible to be put inside ‘main holes’ (ibu lubang), the holes containing beads they are choosing doesn’t necessarily contain the largest number of beads for them to win, therefore pupils need to search for certain patterns that will lead them to winning the game.

iii. Where as in pasang, the features of the games itself entails much about mathematical ideas such as the board use (grid board / square board), the four diagonal lines as well as the rules on how to play the games which involves making patterns.

Summary

Games can contribute in a variety of ways to help pupils to:

- learn the language and vocabulary of mathematics

- use mathematical notation

- know mathematical facts

- develop mathematical skills

- understand mathematical concepts

- devise problem-solving strategies

- develop ability with mental mathematics

- appreciate towards the Bruneian culture and hence cherish the disappearing cultural heritage

- improve social skills

PS 4305 3.14 Question 5

2008-11-08T06:51:00.000-08:00

Q5 Methods and Strategies Use to Enhance Teaching n Learning

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PS4305 3.13 Question 4

2008-11-08T03:21:00.000-08:00

Topic 4

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PS 4305 3.12 Question 3

2008-11-08T02:35:00.000-08:00

Topic 3

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PS 4305 3.11 Question 2

2008-11-08T02:13:00.000-08:00

How does the ways of life of a race, religion and culture affect pupils’ achievement of Mathematics subject in school.

In terms of race

1. Each child has his/her own mother-tongue that has been used and heard ever since he/she was born. Naturally, we would think that learning in mother-tongue might produce better achievement. If it is in other language, the child faces two major tasks, learning the language aspect as well as learning the Mathematics aspect.

However, researches have shown been that language is not the main barrier in learning This research (Timms study, 2003) is based on the result from international education tests in several countries such as Singapore, Japan, Korea, England and Netherlands. (See summary of TIMSS)

In terms of religion

1. Religion sets the moral values. Values such as good behaviour, respect and responsibility might encourage the child to do his school work better. For example listening to the mathematics teacher during the lesson.

If we think logically, most (if not all) good moral values in a religion are logical. Therefore, every culture or the race must have been practicing the same values as well, regardless of their different religions.

In terms of culture

1. If mathematics content is set to be culturally-relevant, the students will understand it more easily because the content is within their experience. A good example to support to this judgment is shown below:

A milk van started with 30 bottles of milk. It delivered 26 bottles. How many bottles are still to be delivered?

This question may look easy to adults, but children in Brunei might not understand it as easily because in their culture, there is not milk van doing deliveries. Therefore, it is so important to set questions either in tests or examinations which are related to their schema.

2. In some cultures, mathematics is seen as a very important subject to be studied. Maybe, in other cultures, mathematics is not as important. This might affect the children’s achievement as well. Research (Timms study, 2003) reported that among OECD countries such as Singapore, about half of the students reported being interested in the things they learn in mathematics, but only 38 per cent report that they do mathematics because they enjoy it. On the other hand, the great majority of students believe that studying mathematics will help them in their future. It is not a matter of race; it is more about the way the child is brought up and also the environment of a country. (see summary of TIMSS)

3. Furthermore, some Asian parents emphasize more on hard work to produce high achievement. Americans believe that innate ability largely affect performance. (see summary of TIMSS)

Conclusion

Race, religion and culture affect mathematics achievement to some extent only. There are many other factors that affect achievement of mathematics in school such as teaching strategies, peer influence, SES, parents’ involvement, gender differences, student motivation, availability of reading materials and etc.

Summary of findings from the

Trends in International Mathematics and Science Study (TIMSS) 2003.

1. In 2003, students in 3 countries – Chinese Taipei, Japan and Singapore –outperformed US fourth-graders. US students outperformed their peers in five OECD-member countries (Australia, Italy, New Zealand, Norway and Scotland) of which three are English-speaking countries. (Australia, New Zealand and Scotland). So, language does not matter. Some countries that are non-speakers of English perform better (Japan and Singapore) and at the same time, speakers of English perform worse (Australia, New Zealand and Scotland).

2. Although speaking more than one language has advantages, the study showed that countries with large proportions of students from homes where the language of the test (and consequently the language of instruction) is not spoken had lower average mathematics achievement than those who spoke it more often. For instance, in Brunei, if the test is given in English, and the students speak a lot of English at home, then the achievement would be higher. However, this does not imply that if the test is given in the mother-tongue (Bahasa Melayu), the achievement would be higher.

3. US Black students improved in both mathematics and science. White students showed no change in mathematics. As a result, the gap of achievement between Black and White students is narrowed. Race’s factor is becoming less and less important in determining achievement.

4. Students in the five Asian countries outperformed US students in mathematics in 2003- Chinese Taipei, Hong Kong SAR, Japan, Korea and Singapore. …even though these countries are not English-speaking countries. It shows that Asian countries are more particular on education especially in mathematics maybe because they believe mathematics is a very important subject to be studied in order to earn a better living.

Most Asian Pacific people believe that hard work leads to better achievement while Europeans think that hard work does not really matter. (In their cultures, doing a hard work does not guarantee better income)

5. Four countries with lowest percentages of students in the high self-confidence category – Chinese Taipei, Hong Kong SAR, Japan and Korea) - all had high average mathematics achievement. Since all of these are Asian Pacific countries, they may share cultural traditions that encourage modest self-confidence. For example, in Singapore, they have “Kiasu” culture where they want to be always better than others. This leads to low self-confidence where they think that they are never good enough. This again leads to hard work resulting in high achievement.

PS 4305 3.10 Question 1

2008-11-08T01:54:00.000-08:00

Topic 1

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PS 4305 2.17 Role of Religion in the Learning and Teaching of Maths

2008-11-06T07:29:00.000-08:00

The Role of Religion in the Teaching and Learning of Mathematics

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PS 4305 2.10 New Misconception in Mathematics

2008-11-06T07:08:00.001-08:00

Misconception in mathematics

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M ED 2.16 Rotation of factors

2008-11-05T07:17:00.000-08:00

Factor Analysis as a Classification Method - Rotating the Factor Structure

We could plot the factor loadings shown above in a scatterplot. In that plot, each variable is represented as a point. In this plot we could rotate the axes in any direction without changing the relative locations of the points to each other; however, the actual coordinates of the points, that is, the factor loadings would of course change. In this example, if you produce the plot it will be evident that if we were to rotate the axes by about 45 degrees we might attain a clear pattern of loadings identifying the work satisfaction items and the home satisfaction items.

Rotational strategies. There are various rotational strategies that have been proposed. The goal of all of these strategies is to obtain a clear pattern of loadings, that is, factors that are somehow clearly marked by high loadings for some variables and low loadings for others. This general pattern is also sometimes referred to as simple structure (a more formalized definition can be found in most standard textbooks). Typical rotational strategies are varimax, quartimax, and equamax; these are described in greater detail in the context of the Rotation dialog.

We have described the idea of the varimax rotation before (see Extracting Principal Components), and it can be applied to this problem as well. As before, we want to find a rotation that maximizes the variance on the new axes; put another way, we want to obtain a pattern of loadings on each factor that is as diverse as possible, lending itself to easier interpretation. Below is the table of rotated factor loadings.

Rotational Strategies in Factor Analysis

There are various rotational strategies that have been proposed. The goal of all of these strategies is to obtain a clear pattern of loadings, that is, factors that are somehow clearly marked by high loadings for some variables and low loadings for others. This general pattern is also sometimes referred to as simple structure (a more formalized definition can be found in most standard textbooks). Typical rotational strategies are varimax, biquartimax, quartimax, and equamax. Some authors (e.g., Catell & Khanna; Harman, 1976; Jennrich & Sampson, 1966; Clarkson & Jennrich, 1988) have discussed in some detail the concept of oblique (non-orthogonal) factors, in order to achieve more interpretable simple structure. Specifically, computer (algorithmic) strategies have been developed to rotate factors so as to best represent "clusters" of variables, without the constraint of orthogonality of factors. However, the oblique factors produced by such rotations are often not easily interpreted. Use the Hierarchical analysis of oblique factors button on the Loadings tab of the Factor Analysis Results dialog instead in order to identify (correlated, oblique) clusters of variables (see also Hierarchical factor analysis).

Note that you can use the Structural Equation Modeling (SEPATH) module to test the adequacy (goodness of fit) of specific orthogonal or oblique factor solutions.

Varimax raw. This selection of the Factor rotation box performs a varimax rotation of the factor loadings. This rotation is aimed at maximizing the variances of the squared raw factor loadings across variables for each factor; this is equivalent to maximizing the variances in the columns of the matrix of the squared raw factor loadings.

Varimax normalized. This selection of the Factor rotation box performs a varimax rotation of the normalized factor loadings (raw factor loadings divided by the square roots of the respective communalities). This rotation is aimed at maximizing the variances of the squared normalized factor loadings across variables for each factor; this is equivalent to maximizing the variances in the columns of the matrix of the squared normalized factor loadings. This is the method that is most commonly used and referred to as varimax rotation.

Biquartimax raw. This selection of the Factor rotation box performs a biquartimax rotation of the raw factor loadings. This rotation can be considered to be an "even mixture" of the varimax and quartimax rotation. Specifically, it is aimed at simultaneously maximizing the sum of variances of the squared raw factor loadings across factors and maximizing the sum of variances of the squared raw factor loadings across variables; this is equivalent to simultaneously maximizing the variances in the rows and columns of the matrix of the squared raw factor loadings.

Biquartimax normalized. This selection is equivalent to the biquartimax raw rotation, except that it is performed on normalized (standardized) factor loadings.

Quartimax raw. This selection of the Factor rotation box performs a quartimax rotation of the (raw) factor loadings. This rotation is aimed at maximizing the variances of (the squared raw) factor loadings across factors for each variable; this is equivalent to maximizing the variances in the rows of the matrix of the squared raw factor loadings.

Quartimax normalized. This selection of the Factor rotation box performs a quartimax rotation of the normalized factor loadings, that is, the raw factor loadings divided by the square roots of the respective communalities. This rotation is aimed at maximizing the variances of the squared normalized factor loadings across factors for each variable; this is equivalent to maximizing the variances in the rows of the matrix of the squared normalized factor loadings. This is the method that is commonly referred to as quartimax rotation.

Equamax raw. This selection of the Factor rotation box performs an equamax rotation of the raw factor loadings. This rotation can be considered to be a "weighted mixture" of the varimax and quartimax rotation. Specifically, it is aimed at simultaneously maximizing the sum of variances of the squared raw factor loadings across factors and maximizing the sum of variances of the squared raw factor loadings across variables; this is equivalent to simultaneously maximizing the variances in the rows and columns of the matrix of the squared raw factor loadings. However, unlike the biquartimax rotation, the relative weight assigned to the varimax criterion in the rotation is equal to the number of factors divided by 2.

Equamax normalized. This selection of the Factor rotation box performs an equamax rotation, as described for Equamax raw; however, this rotation will be performed on the normalized factor loadings.

STATISTICA FACTOR ANALYSIS	Factor Loadings (Varimax normalized) Extraction: Principal components
Variable	Factor 1	Factor 2
WORK_1	.862443	.051643
WORK_2	.890267	.110351
WORK_3	.886055	.152603
HOME_1	.062145	.845786
HOME_2	.107230	.902913
HOME_3	.140876	.869995
Expl.Var	2.356684	2.325629
Prp.Totl	.392781	.387605