PS 4305 3.15 Question 16

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

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

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

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

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

1. Saving teacher’s time for finding resources and teaching
2. Some of the topics are easy to prepare, to edit and to make changes. Furthermore, information can be easily updated.
3. 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.
4. 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.
5. Guided discovery learning which produces self discovery learning with the help of teacher.
6. Active participation of students through activities using interactive whiteboard with the help of teacher.
7. 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.
8. There are different types of software packages available, appropriate for teaching different aspects of mathematics, which provide better results than regular teaching.
9. ICT is an important tool for pupils to manipulate mathematical figures and allow them to see what EFFECT their changes are having.
10. Stimulate collaborative or cooperative learning; sharing of equipment by small groups or pairs may have positive advantages.
11. With the use of tools such as calculators, children can basically skip the lower order note memory skills like memorizing addition and other facts.
12. 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.
13. In some higher achieving schools, students can also use internet to facilitate research and learning in situations where the teacher is not present.
14. Increase academic skills, reinforces social behaviours and appropriate use of ICT and Strengthens peer relationships.
15. 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.
16. There are some sites that allow students to ask question in mathematics e.g. “Dr. Math” to add further knowledge for better understanding.
17. Relate knowledge for several areas in mathematics or other subjects.
18. Concepts can be explained easily.
19. Avoid problems of too overlying on the use of textbook.
20. 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

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