PENYERAHAN DAN PENILAIAN TUGASAN ASSIGNMENT SUBMISSION AND ASSESSMENT _______________________________________________________________________ _ HBMT3103 V2 TEACHING OF ELEMENTARY MATHEMATICS PART III

SEPTEMBER 2013 _______________________________________________________________________ _ ARAHAN KEPADA PELAJAR / INSTRUCTIONS TO STUDENTS 1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul bercetak kursus ini. / This assignment contains only ONE (1) question that is in the language of the printed module for the course. 2. Jawab dalam Bahasa Melayu atau Bahasa Inggeris. / Answer in Malay or English. 3. Muat turunkan templat tugasan versi bahasa yang berkenaan daripada MyVLE untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan menggunakan saiz fon 12 Times New Roman dan langkau baris 1.5. / Download the language version of the assignment template concerned from the MyVLE for preparation and submission of your assignment. Your assignment should be typed using 12 point Times New Roman font and 1.5 line spacing. 4. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Jangan menyalin soalan dan arahan tugasan dalam jawapan anda. / Your assignment should be between 2500 to 3000 words excluding references. The number of words should be shown at the end of your assignment. Do not copy the assignment question and instructions to your answer. 5. Anda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / You must submit your assignment TO YOUR FACE-TO-FACE TUTOR. You are advised to keep a copy of your submitted assignment for personal reference.
6. Tugasan anda hendaklah diserahkan antara 8hb - 10hb November 2013 atau Tutorial 4.

Serahan selepas 10hb November 2013 atau Tutorial 4 TIDAK akan diterima. / Your assignment must be submitted between 8th 10th November 2013 or Tutorial 4. Submission after 10th November 2013 or Tutorial 4 will NOT be accepted. 7. Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri . / Your

assignment should be prepared individually. You should not copy another persons assignment. You should also not plagiarise another persons work as your own. PENILAIAN / EVALUATION Tugasan ini akan menyumbangkan 40% markah kepada kursus tersebut dan akan dinilai berdasarkan kepada Rubrik atau Skema Jawapan. / This assignment accounts for 40% of the marks for the course mentioned and shall be assessed based on the Rubrics or Answer Scheme. Anda akan dimaklumkan tentang markah tugasan ini sebelum Peperiksaan Akhir Semester bermula / You would be informed of the assignment mark before the Final Semester Examination commences. PLAGIARISME : POTONGAN MARKAH / PLAGIARISM : MARKS DEDUCTION Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika plagiarisme dikesan, markah akan dipotong seperti berikut: / Warning : The submitted assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows: Tugasan dengan pertindihan kandungan antara 10 - 30 % : potongan 20% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan antara 31 - 50 % : potongan 40% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan lebih daripada 50%: Markah sifar akan diberikan. Assignments with 10 - 30 % overlap with others: 20% deduction from the total marks scored. Assignments with 31 - 50 % overlap with others: 40% deduction from the total marks scored. Assignments with more than 50% overlap with others: Zero mark would be given.

SOALAN TUGASAN /ASSIGNMENT QUESTION

The teaching-learning of rational numbers (e.g. Fractions and Decimals) at primary level should be built on pupils previous knowledge of whole-number concepts and skills plus their experiences with fractional numbers in everyday life. It cannot be denied that many pupils face difficulties in the learning of Fractions and Decimals and often develop misconceptions. Study the Year Four Malaysian Curriculum Specifications for Primary Mathematics and identify what Year Four pupils need to learn about Fractions and Decimals. Create a concept map to summarise major mathematical concepts and skills as well as relationships pertaining to these two topics. State and describe TWO common difficulties each encountered in the learning of Fractions and Decimals by Year Four pupils. List and clarify TWO possible misconceptions each arising from the learning of these two topics. Suggest ways to help children overcome the difficulties and misconceptions highlighted using suitable teaching-learning activities and resources. Search for relevant supporting literature from various sources. Present your points in the form of a written report using a suitable format. (Note: Submit relevant supporting documents including literature review, References in APA Format, graphic organisers such as concept maps, etc. as Appendices in your report.)

[Total: 40 marks] ____________________________________________________________________________

MUKA SURAT TAMAT / END OF PAGE

Assignment Guidelines (Content and Scoring)

Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards

Criteria
Introduction: Brief introduction to task: Scenario of the teaching-learning of rational numbers: Fractions and Decimals at primary level: Definition/ explanation of prerequisite knowledge, difficulties and misconceptions. Content (i): Summary of major mathematical concepts, skills and relationships pertaining to the learning of Fractions and Decimals identified; Suitability and clarity of concept map created to represent the scope

Weight 1

0
No introduction given.

1
Poor introduction on scenario of task given: Vague definition/ explanation of difficulties and misconceptions pertaining to the teaching-learning of rational numbers e.g. Fractions and Decimals.

2
Superficial introduction on scenario of task given: Superficial definition/explanation of difficulties and misconceptions pertaining to the teaching-learning of rational numbers e.g. Fractions and Decimals.

3
Clear introduction on scenario of task given: Clear definition/ explanation of prerequisite knowledge, difficulties and misconceptions pertaining to the teaching-learning of rational numbers e.g. Fractions and Decimals.

4
Very clear introduction on scenario of task given: Very clear definition/explanation of pre-requisite knowledge, difficulties and misconceptions pertaining to the teaching-learning of rational numbers e.g. Fractions and Decimals.

Max Marks
4

There is no summary of major mathematical concepts, skills and relationships pertaining to the learning of Fractions and Decimals identified; No concept map provided.

Brief /poor summary of major mathematical concepts, skills and relationships pertaining to the learning of Fractions and Decimals identified for Year Four pupils; Haphazard concept map provided.

Superficial summary of major mathematical concepts, skills and relationships pertaining to the learning of Fractions and Decimals identified for Year Four pupils; Sketchy concept map provided.

Clear summary of major mathematical concepts, skills and relationships pertaining to the learning of Fractions and Decimals identified for Year Four pupils; Suitable and clear concept map provided.

Very clear and detailed summary of major mathematical concepts, skills and relationships pertaining to the learning of Fractions and Decimals identified for Year Four pupils; Suitable and very clear concept map provided.

Criteria
identified pertaining to the two topics mentioned. Content (ii): Description/ elaboration of TWO common difficulties stated pertaining to the learning of : Fractions Decimals; Description/ clarification of TWO possible misconceptions arising from the learning of: Fractions Decimals. Content (iii): Discussion: Suggestions on how to overcome difficulties and misconceptions pertaining to Fractions and Decimals highlighted; Suitability of

Weight

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

Max Marks

No difficulties stated or misconceptions listed.

Poor and unclear description of common difficulties stated and misconceptions listed pertaining to the learning of Fractions and Decimals.

Brief but clear description of common difficulties stated and misconceptions listed pertaining to the learning of Fractions and Decimals.

Clear elaboration and clarification of common difficulties stated and misconceptions listed pertaining to the learning of Fractions and Decimals.

Very clear elaboration and clarification of common difficulties stated and misconceptions listed pertaining to the learning of Fractions and Decimals.

No suggestions on ways to overcome difficulties and misconceptions pertaining to Fractions and Decimals given; No suitable activities and

Suggestions lacked focus and were not related to the difficulties and misconceptions highlighted; Discussion of the activities given did not show how to overcome difficulties and misconceptions

Suggestions on ways to overcome difficulties and misconceptions highlighted were discussed briefly; Only some of the activities and resources given were suitable. Discussion of some of the activities given briefly touched on how

Suggestions on ways to overcome difficulties and misconceptions highlighted were clearly discussed; Most of the activities and resources given were suitable. Clear elaboration and discussion of the

Suggestions on ways to overcome difficulties and misconceptions highlighted were very clearly discussed; All the activities and resources given were suitable. Very clear elaboration and discussion of

Criteria
teaching-learning activities and resources selected.

Weight

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
resources given. mentioned.

2
to overcome difficulties and misconceptions highlighted.

3
activities given covered ways to overcome difficulties and misconceptions highlighted.

4
relevant activities given covered thoroughly ways to overcome difficulties and misconceptions highlighted.

Max Marks

Evaluation: Summary: Literature review Graphic organisers: concept maps, etc. Illustrations: Diagrams/ Photographs/Pi ctures, etc.

No literature review was done.

Literature review done was literally copied from the source/ improper referencing provided. Poor summary given. No graphic organiser / concept map used. No illustrations attached.

Literature review was poorly done, disjointed sentences and improper referencing provided. Brief summary of points in written and graphic form. Some examples of activities and resources illustrated.

The literature review was adequately done using proper referencing and clear language. Good summary of points in written and graphic form. Most of the examples of activities and resources clearly illustrated. Clear conclusion written.

The literature review was well done, smooth flow of language and accurate referencing was used. Very good summary of points in written and graphic form. All examples of activities and resources were clearly illustrated. Very clear, coherent and apt conclusion written.

No summary given.

No illustrations provided.

Conclusion: Brief conclusion on related issues pertaining to the teaching-learning of rational numbers e.g. Fractions and Decimals at primary level.

No conclusion provided.

No clear conclusion given; abrupt end to piece of writing.

Weak conclusion, poor wrapping-up.

Criteria
Organisation: (Format/ Writing of report)

Weight 1

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No attempt at organising piece of work observed.

1
Disjointed piece of writing submitted. Unable to link suggestions to the points/examples highlighted.

2
Poor representation of ideas in report submitted. Haphazard/weak attempt to link some suggestions to the points/examples highlighted.

3
Clear and systematic representation of ideas noted in report. Able to link most suggestions to the points/examples highlighted.

4
Creative and interesting representation of ideas noted in report. Able to link all the suggestions to the points/examples highlighted.

Max Marks
4

TOTAL MARKS

40

Lampiran II: CONTOH PANDUAN PELAJAR 1 Anda dinasihatkan: 1. Merujuk kepada modul dan sumber-sumber bercetak lain atau sumber dalam internet yang boleh dipercayai (contohnya sumber yang disediakan oleh orang atau organisasi yang mempunyai reputasi yang baik) diperlukan untuk memahami konsep sebelum pelajar dapat memberi contoh yang tepat dan sesuai. Buat pencarian di internet berkaitan Difficulties and misconceptions in the teachinglearning of Fractions and Decimals untuk mendapatkan pelbagai maklumat berkaitan tugasan. Melakukan lawatan ke pusat sumber/sekolah bagi mendapatkan maklumat berkaitan tugasan. Membincangkan dengan guru matematik sekolah anda atau sekolah lain bagi mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan pengalaman pembelajaran. Menggunakan gambar foto/lakaran untuk membantu anda menjelaskan hujah jawapan tugasan. Lampiran III: CONTOH PANDUAN TUTOR 1. 2. 3. 4. 5. Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan penulisan. Mencadangkan Format yang sesuai bagi setiap sub tajuk. Mencadangkan buku-buku rujukan untuk panduan pelajar. Sila cadangkan buku-buku rujukan mengikut bidang. Cadangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan. Cetak serta lampirkan artikel bersama tugasan. Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman web dengan betul. Guna gaya APA.

2.

3. 4.

5.

References /Suggested Websites: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Cathcart, W.G., Pothier, Y.M., Vance,J.H. and Bezuk, N.S. (2000). Learning mathematics in elementary and middle schools. 3rd. ed. Hansen, A. (2005). Childrens errors in mathematics. Understanding common misconceptions in primary schools. Exeter: Learning Matters Ltd. Kennedy, L.M., Tipps, S., and Johnson, A. (2004). Guiding childrens learning of mathematics. 10th ed. USA: Wadsworth. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary teachers. USA: Routledge. Ministry of Education (2003). Curriculum Specifications. Mathematics Year 4. Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: John Wiley & Sons, Inc. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics. Raising the standards. USA: Wadsworth. http://numeracyaction.wikispaces.com/Misconceptions http://www.ehow.com/info_8258752_ideas-teaching-decimals-fractions. html http://mathlanding.org/content/teaching-fractions http://www.ehow.com/info_8050862_strategies-kids-math-misconceptions. html