Brief How To Save Electricity
Brief How To Save Electricity
iii
ii
CONTENTS
PAGE
iii
Kata-Alu-aluan Rektor
iv
Learners Guide
vi
Introduction
viii
Synopsis
Learning outcomes
Topic Framework
Unit 1: Hardware
1.0 Synopsis
1.3 Introduction
1.4 Hardware
10
12
13
1.5.2 Visualiser
14
16
Unit 2: Software
2.0 Synopsis
17
17
18
2.3 Introduction
18
20
21
23
23
26
27
30
30
31
3.3 Introduction
31
33
35
3.5.1 E-mail
36
37
38
39
Bibliography
45
46
47
Module Icons
48
ii
PANDUAN PELAJAR
Modul ini disediakan untuk membantu anda menguruskan pembelajaran anda agar
anda boleh belajar dengan lebih berkesan. Anda mungkin kembali semula untuk
belajar secara formal selepas beberapa tahun meninggalkannya. Anda juga mungkin
tidak biasa dengan mod pembelajaran arah kendiri ini. Modul ini memberi peluang
kepada anda untuk menguruskan corak pembelajaran, sumber-sumber
pembelajaran, dan masa anda.
Pembelajaran arah kendiri memerlukan anda membuat keputusan tentang
pembelajaran anda. Anda perlu memahami corak dan gaya pembelajaran anda.
Adalah lebih berkesan jika anda menentukan sasaran pembelajaran kendiri dan aras
pencapaian anda. Dengan cara begini anda akan dapat melalui kursus ini dengan
mudah. Memohon bantuan apabila diperlukan hendaklah dipertimbangkan sebagai
peluang baru untuk pembelajaran dan ia bukannya tanda kelemahan diri.
Modul ini ditulis dalam susunan tajuk. Jangka masa untuk melalui sesuatu tajuk
bergantung kepada gaya pembelajaran dan sasaran pembelajaran kendiri anda.
Latihan-latihan disediakan dalam setiap tajuk untuk membantu anda mengingat
semula apa yang anda telah pelajari atau membuatkan anda memikirkan tentang
apa yang anda telah baca. Ada di antara latihan ini mempunyai cadangan jawapan.
Bagi latihan-latihan yang tiada mempunyai cadangan jawapan adalah lebih
membantu jika anda berbincang dengan orang lain seperti rakan anda atau
menyediakan sesuatu nota untuk dibincangkan semasa sesi tutorial.
Modul ini akan menggantikan satu kredit bersamaan dengan lima belas jam interaksi
bersemuka dalam bilik kuliah. Tiada kuliah atau tutorial diadakan untuk tajuk-tajuk
dalam modul ini. Walau bagaimanapun, anda boleh berbincang dengan pensyarah,
tutor atau rakan anda melalui email jika terdapat masalah berhubung dengan modul
ini.
Anda akan mendapati bahawa ikon digunakan untuk menarik perhatian anda agar
pada sekali imbas anda akan tahu apa yang harus dibuat. Lampiran A menerangkan
kepada anda makna-makna ikon tersebut.
Anda juga diperlukan untuk menduduki peperiksaan bertulis pada akhir kursus.
Tarikh dan masa peperiksaan akan diberitahu apabila anda mendaftar. Peperiksaan
bertulis ini akan dilaksanakan di tempat yang akan dikenal pasti.
Tip untuk membantu anda melalui kursus ini.
1. Cari sudut pembelajaran yang sunyi agar anda boleh meletakkan buku dan
diri anda untuk belajar. Buat perkara yang sama apabila anda pergi ke
perpustakaan.
2. Peruntukkan satu masa setiap hari untuk memulakan dan mengakhiri
pembelajaran anda. Patuhi waktu yang diperuntukkan itu. Setelah membaca
modul ini teruskan membaca buku-buku dan bahan-bahan rujukan lain yang
dicadangkan.
vi
vii
INTRODUCTION
The
MTE3106
viii
ALLOCATION OF TOPICS
The contents of this module will cover learning material equivalent to one credit of
15 hours face-to-face interaction. The table below describes the allocation of
topics for both face-to-face interaction and module for this course.
Resources in Mathematics
(Resos dalam Matematik)
Course Code
MTE3106
Credit
3(3+0)
Contact
Hours
45 hours
Language Of
Delivery
English
Prerequisite To
Entry
Nil
Semester
Four (PGSR)
Learning
Outcomes
Synopsis
Topic
Content
Printed materials
Books
o text, reference
o Literature books
Integrating literature in
teaching and learning
Mathematics
Journals and articles
Teaching and learning aids
o Manipulative kits: geoboard,
Dienes blocks, Cuisenaire rods,
Base ten blocks
o Nets and solids
o Measuring
instrument
:
weighing scale
o Computing tools: calculators,
abacus, rods & sticks
Face-toface
(Hours)
Module
(Hours)
12
12
Technology in Mathematics
Hardware
o Computers, LCD
Software packages
o Teaching packages
o Teaching software and
courseware
Internet and online instructions
Total
(Hours)
15
15
Mathematics Facilities
Mathematics Laboratory
Mathematics garden
Mathematics corners
Management of resources
Inventory and records
Monitoring and maintenance
Planning and budgeting
Total
30
15
45
TOPIC 3
TECHNOLOGY IN MATHEMATICS
SYNOPSIS
Apart from printed materials and hands-on manipulatives, computers
and the associated technology of the Internet are also useful
resources for mathematics teaching and learning. This module
introduces you to current technological resources that can facilitate
the teaching and learning of mathematics. These resources include
the computer hardware, software packages, coursewares and the
communicative and interactive technology of the Internet that affords
online instructions.
LEARNING OUTCOME
At the end of this module, you are expected to be able to
(1)
(2)
(3)
(4)
TOPIC FRAMEWORK
TECHNOLOGY
IN MATHEMATICS
HARDWARE
Input
devices
Output
devices
INTERNET AND
ONLINE
INSTRUCTIONS
SOFTWARE
Storage
devices
Other
hardware
Teaching
Packages
Types of
Instructional
Software
Teaching
Software
Microsoft
Office
Geometers
Sketchpad
History of the
Internet
Other
software
Internet Search
Engines
Online
Instructions
Video
conferencing
Internet
forum
Online
learning
UNIT 1
1.0
Hardware
Synopsis
This unit covers aspects of the computer hardware, which is an
integral component of new technology. The term `hardware will be
explained and basic hardware components in a computer will also be
introduced. This module also presents examples of the three main
categories of hardware input, output and storage devices. In
addition, it also highlights some useful hardware that are helpful for
teaching and learning mathematics.
1.1
Learning Outcomes
At the end of this unit, you are expected to be able to
(a)
(b)
(c)
(d)
(e)
1.2
Unit Framework
HARDWARE
Input
devices
1.3
Output
devices
Storage
devices
Other
hardware
Introduction
New technology in teaching and learning mathematics is grounded
very much in the use of computer and its technology. Nowadays almost
everyone has seen or used a computer for work or leisure. In fact, many of
our everyday services like banking, purchasing books, paying bills,
checking summons etc. can be done using the computers. In education,
computers can facilitate teachers work, enhance students learning and
help adminitrators in their work. For example, a teacher can use the
computer to type her examination questions, a student can use the
computer to learn about a particular topic, and the school principal can
use the computer to organise students data. Thus, computers can make a
teachers work better, a students learning more enriching, and a
principals work more efficient. There are many applications of computer
technology in teaching and learning of mathematics in schools. We will be
looking into some of it in the next unit, but first lets take a look at the
hardware that makes up a computer system.
1.4
Hardware
The term computer hardware refers to the various external
electronic components that are required for you to use a computer along
with the hardware components inside the computer case. A desktop
computer usually has the basic components made up of a system unit
containing the central processing unit (CPU), a screen monitor, a
keyboard, a mouse, speakers, and a microphone as shown in Figure 1.1.
(With CPU
inside)
Activity 1.1
Use your local library or the Internet, find out the function of
these computer components: CPU unit, screen monitor,
keyboard, mouse, speakers and microphone.
File your answers in your folio.
The system unit is the main component that contains the processor
(CPU) which is like the brain of the computer. The CPU does all the work
for the computer. Specifically, it calculates the mathematics algorithms to
direct data flow and control the operations of the other parts of the
computer. Today all CPUs are microchip processors which can process
information and data at very high speed. Nowadays we have
microprocessors that are in excess of 3 GigaHertz! (3,000,000,000 GHz)
You may have heard of Pentium, Intel Dual Core, Phenom, Opteron and
others which are names of microprocessors developed by companies like
Intel and AMD. You can take a look at the chronology of microprocessors
development at this web site
http://en.wikipedia.org/wiki/Microprocessor_chronology
Apart from the CPU, there are many other parts inside the casing of
the system unit that are put together to make the computer work well for a
user to type texts, listen to songs, store videos, or connect to the Internet.
Figure 1.2 shows a diagram of the main parts inside the system unit. You
can read more at the following website
http://www.howstuffworks.com/pc.htm
Input devices
Output devices
Storage devices
Figure 1.3 shows how these devices are related to the CPU in a computer.
Information into the
computer
Input devices
Information
processed by the
computer
CPU
Information in a form
you can use or store
Output &
Storage devices
Function(s)
Digital
camera
Scanner
Modem
Webcam
Microphone
Voice
recognition
device
Activity 1.3
The digital camera can be put to good use for teaching and
learning mathematics.
Think of an activity to illustrate how a mathematics student can
use the digital camera for learning or how a mathematics
teacher can use the digital camera for teaching primary school
mathematics.
Record your ideas, file them in your folio and share them online
in the OLL.
A CRT monitor
An LCD monitor
laser printers and inkjet printers. Dot-matrix printers use tiny wires to
impact upon an inked ribbon to form characters. Laser printers employ
beams of light to draw images on a drum that then picks up fine black
particles called toner. The toner is fused to a page to produce an image.
Inkjet printers fire droplets of ink onto a page to form characters and
pictures. Whichever printer you use, it is good advice to use paper
sparingly to save our environment! The printer is a useful tool for teachers
who can use them to print out worksheets, quizzes, pictorial diagrams, or
photographs for their students to use. For example, a mathematics
teacher who has created a file with diagrams of fraction charts could print
out these diagrams for students to learn about fractions. Alternatively, if a
mathematics teacher has scanned an interesting picture or photographed
one using the digital camera, the images can be viewed directly in the
display monitor or printed out using an ordinary printer or photo printer as
shown in Figure 1.6.
Activity 1.4
Speakers are useful devices in a mathematics classroom. As a
mathematics teacher, can you think of two uses of the speakers
in a mathematics class?
Record your ideas and file them in your folio.
the floppy discs, compact discs (CDs), digital video discs (DVDs), the USB
Flash Drive, and the removable hard drives. Figure 1.7 shows some
common storage devices.
1.5
through the projector onto the whiteboard which then can capture new
information to be sent back to the computer to change the original
information. Figure 1.8 shows a simplified diagram on how the interactive
whiteboard works.
Whiteboard:
Every touch on
the board is like
a mouse-click
on a computer
screen. The
whiteboard
sends messages
back to the
computer
changes occur
and the image
on the board
changes in
response
1.5.2 Visualiser
In essence, a visualiser is a digital camera mounted on an arm that
can capture image of objects placed on a base and the image can then be
projected on a screen or an interactive whiteboard. Figure 1.9 shows
some examples of visualisers.
changes over a period of time. Using the visualiser, teachers can display
real world examples or student work for evaluation by the class as well as
use the interactive whiteboard features, if connected to one, to highlight,
underline and write on documents that are displayed. Students in the back
of the room are able to see what the teacher is trying to show them. For
example, in learning about shapes a teacher can use a visualiser to show
how a cube is folded from a net and students can then follow the folding
process. In this way, the students can be more engaged and involved in
the learning process
Activity 1.5
Visualisers can be used to show or demonstrate a number of
things in a mathematics class.
Think two uses of the visualiser in a mathematics class.
Record your ideas, file them in your folio and share them in
OLL.
15
solve
simultaneous
equations
and
perform
complicated
TAKE A BREAK !
Take a short break before you continue with the next unit.
A computer joke:
Hardware, that part of a computer which can be kicked.
If you can only swear at it, it is software!!
16
UNIT 2
2.0
Software
Synopsis
This unit covers aspects of the computer software, without
which the computer hardware cannot function. The term `software will
be explained. This module also distinguishes the various types of
instructional software. Examples of teaching software using Microsoft
Office programmes, Geometers Sketchpad and other mathematics
software will be used to illustrate how they can be utilised in teaching
and learning mathematics.
2.1
Learning Outcomes
At the end of this unit, you are expected to be able to
(a)
(b)
(c)
(d)
mathematics
software
for
teaching
and
learning
mathematics
17
2.2
Unit Framework
SOFTWARE
Teaching
Packages
Types of Instructional
Software
2.3
Teaching
Software
Microsoft
Office
Geometers
Sketchpad
Other
software
Introduction
The computer cannot run with only the physical hardware
assembled. It needs programmes or written instructions to tell the
computer hardware what to do. These programmes are the computer
software.
Activity 2.1
There are many application software that you have come across
and used either in your work or leisure. List down an example of
each in Table 2.1 below.
Copy the table and file it up in your folio.
Table 2.1: Example of application software
Function
Typing text
Example
Microsoft Word
Making
Presentations
Watching movies
Browsing the
internet
Sending an email
Playing an audio
file
Burn a CD/DVD
19
2.4
Teaching packages
A teaching package can be defined as consisting of one or more
related programmes packaged together for an educational purpose. While
the Microsoft Office suite packages a word processing programme, a
presentation programme, a spreadsheet programme or an internet
browsing programme which can be used to enhance instructional
activities, this package of software may not always be used for teaching or
instruction. We will see how this software package can be used for
teaching later, but first let us look at some specific instructional or teaching
package. Teaching package contains programme(s) that delivers all or
part of a students instruction on a given topic or in some way assist the
learning of the topic. Teaching package can be a courseware package
that bundles together various lessons, tests, or other learning activities
and materials.
When our Ministry of Education (MOE) implemented the teaching of
Mathematics and Science in English (ETeMS), interactive teaching
packages were produced in collaboration with Telekom and Educational
Technology Division of MOE to help teachers and students learn
mathematics in that medium. These instructional packages are selfcontained stand-alone multimedia learning resources where teachers can
use them in the classroom or students can use them on their own. These
instructional packages present interactive tutorials to explain or facilitate
some important mathematical concepts or procedures. They also contain
drill and practice interactions that students can practice their mathematical
skills as well as revision questions that allow students to test their skills.
Figure 2.1 shows some screen shots of the Year 1 Courseware covering
the learning outcome of finding the difference between two numbers
through one-to-one matching. In this activity, students can listen to audio
explanations, see pictorial representations, and use the mouse to select
options and click and drag pictures. Feedback to their actions is given in
the form of audio and visual cues.
20
Tutorial software
Programmes that act like tutors by providing all the information and
instructional activities that a learner needs to master a given topic
(e.g., information summaries, explanation, practice routines,
feedback, and assessment)
21
Simulation software
Programmes that model real or imagine systems to show how
those systems or similar ones work
Instructional games
Programmes designed to increase motivation by adding game rules
to learning activities
Present
Description of activity
Tutorial
Simulation
Instructional game
Problem solving
22
2.5
Teaching software
Various software are available that can be used to enhance the
teaching and learning of mathematics in schools. Some of these software
are not specific to mathematics but can be applied by teachers to facilitate
teaching of mathematics, while others are designed specifically for
learning mathematics. Lets take a look at some of the software.
What it does
Microsoft Word
Microsoft Excel
Microsoft
PowerPoint
Microsoft
Publisher
shape such as squares and triangles and describe their properties and
then type them out using MS Word. The programme also has an Equation
Editor in the Insert Object function menu. This feature is very useful for
teachers to type out their questions involving mathematical symbols for
worksheets and test papers. Figure 2.2 shows a composite diagram on
how to select the Microsoft Equation in MS Word 2003.
1. Click Insert
2. Click Object
3. Select Microsoft
Equation 3.0
4. Click OK
24
learning.
For
example
you
can
go
this
http://www.microsoft.com/Education/DisplayFractions.aspx
web
to
site
view
an
shows
simple
Activity 2.5
Go to this web site
http://jwilson.coe.uga.edu/emt669/Student.Folders/Lewis.Millard
/unit/DayOne.html
You can download a Geometers Sketchpad file that can show
the multiplication of fractions. Of course to open this file you
need to install the programme in your computer.
practice
mathematics
quiz
in
http://www.qmsoftware.com.au/SpellingGames.htm
this
called
web
site
the
ABC
Activity 2.6
Surf the Internet and look for one example each of the following
type of software or courseware that can help you in teaching
and learning mathematics for primary school.
(a) Drill and practice software
(b) Problem solving software
For each software or courseware comment on the usefulness
for your teaching in your school. File your comments in the folio
and share them in the OLL.
28
TAKE A BREAK !
Take a break before you continue with the next unit.
Here is a funny poem for you to relax your mind!
A Poem about Computers
A computer was something on TV
From a science fiction show of note.
A window was something you hated to clean...
And ram was the cousin of a goat.....
Meg was the name of my girlfriend
And gig was a job for the nights
Now they all mean different things
And that really mega bytes
An application was for employment
A program was a TV show
A cursor used profanity
A keyboard was a piano
Memory was something that you lost with age
A CD was a bank account
And if you had a 3 1/2" floppy
You hoped nobody found out
Compress was something you did to the garbage
Not something you did to a file
And if you unzipped anything in public
You'd be in jail for a while
Log on was adding wood to the fire
Hard drive was a long trip on the road
A mouse pad was where a mouse lived
And a backup happened to your commode
Cut you did with a pocket knife
Paste you did with glue
A web was a spider's home
And a virus was the flu
I guess I'll stick to my pad and paper
And the memory in my head
I hear nobody's been killed in a computer crash
But when it happens they wish they were dead!
(Source: Easy Desk Software at http://www.easydesksoftware.com/compoem.htm)
29
UNIT 3
3.0
Synopsis
This
unit
covers
development
of
the
Internet
and
its
This
module
also
discusses
some
uses
of
the
3.1
Learning Outcomes
At the end of this unit, you are expected to be able to
(a)
(b)
(c)
(d)
(e)
30
3.2
Unit Framework
INTERNET AND
ONLINE INTRUCTIONS
History of the
Internet
Internet Search
Engines
3.3
Online
Instructions
Video
conferencing
Internet
forum
Online
learning
and
services,
most
notably
the
inter-
linked hypertext documents of the World Wide Web (WWW) and the
infrastructure to support electronic mail (Wikipedia, retrieved May 2010).
31
Activity 3.1
Access the internet through this URL
http://www.davesite.com/webstation/net-history.shtml and you
will see a timeline of the history of the Internet. Fill up Table 3.1
below with the important events that shape the development of
the Internet. Copy the table and file it in your folio.
Table 3.1: A brief history of the Internet
Year
1962
Event(s)
1968
1972
1973
1974
1976
1983
1988
1990
1992
1996
1999
32
3.4
They search the Internet (i.e. the World Wide Web) -- or select
pieces of the Internet -- based on important words.
They keep an index of the words they find, and where they find
them.
You can read more about how search engines work in this web site with
the
address
http://computer.howstuffworks.com/internet/basics/search-
engine.htm
There are various search engines available to help students and
teachers of mathematics to look for information and materials ranging from
textual articles to multimedia videos. Mozilla Firefox, Google, Altavista,
Yahoo! Search, Ask.com, Bing are some commonly used search engines.
Some search engines are specialised to look up information on specific
area. For example, YouTube is a search engine that help search for video
files, Technorati specialises in looking up blogs (short for Web Logs), and
Google Scholar search for academic materials. For a list of search
engines go to this site http://en.wikipedia.org/wiki/List_of_search_engines
33
34
3.5
Online Instructions
The Internet is becoming a useful mode of learning. Research has
indicated that technology like the Internet plays a critical role in changing
the classroom learning environments. Learning on the Internet or learning
online has the potential to enrich the learning experience of many
students. With its vast resources of information and capability to provide
information at a click of a button, learners can have access to learning
materials that are not confined to textbooks and libraries. And the ability to
connect between users means the Internet can deliver instruction which is
not limited by distance and time. There are many ways the technology
provided by the Internet can change and enrich learning experiences. For
example, a mathematics student from Malaysia can learn from another
mathematics student in America at any time of the day through sharing
ideas, comparing resources, and interacting with each other. Alternatively,
a mathematics student can access suitable web sites that provide drill and
practice exercises on a particular topic and learn at his own pace and
time.
Activity 3.3
Think of some other ways that a mathematics student can learn
using the Internet. Record your thoughts and share them online
in the OLL.
Learning mathematics via the Internet:
35
3.5.1 E-Mail
Every day all over the world, netizens or citizens of the Internet
send out billions of email messages. The e-mail has become an
indispensable communication tool for many people. The e-mail message
is basically a simple text message sent to a recipient. Nowadays you can
send an e-mail message with attachments which can be image, video and
other digital files. To send and receive e-mails you need to have an e-mail
client. You can use stand-alone e-mail clients like Microsoft Outlook,
Outlook Express, Eudora, Pegasus or you can register for free e-mail
services like Yahoo, Hotmail or Google Mail.
As a teacher, you can use the e-mail to send mathematics
assignment tasks, exercise questions, revision questions, information
about class schedules, video of recorded teaching and many other
learning materials to your students. In reply, the students can attach their
solutions, queries, and project papers for you to check and provide
feedback without having to use printed materials. Teachers can use the email to network with other mathematics teachers locally or globally in order
to share and learn from each other.
36
A computer
An Internet connection
Video input from the camera and audio input from the microphone are
converted to digital data that can be sent through the Internet or a wireless
network. When the data reaches the participant of the conference, the
video and audio are viewed and heard on a computer, television screen or
mobile phone. Figure 3.1 shows a simplified diagram of how the video
conference works.
Activity 3.4
Video conferencing may help students learn mathematics when
they are absent from the school for some reasons. Think about
how a mathematics teacher can use video conferences to help
the students learn what the teacher is teaching. File up your
ideas and share them during your face-to-face interactions.
Activity 3.5
Search the Internet for other discussion forum sites that are
useful for mathematics teachers. Jot down the address and
comments on the topics discussed. File up your search in your
folio.
38
39
Activity 3.6
There are many benefits of enrolling a course through elearning. Surf the Internet and jot down some benefits. File up
your answers in the folio.
Benefits of e-learning:
1.
2.
3.
4.
5.
6.
7.
web-based
learning
materials
with
links
to
interactive
Figure 3.3: A web site with interactive links for web-based learning
A number of professional web sites are available online that provide
useful resource materials for mathematics teachers and students. One
such site is the NCTM Illuminations web site constructed by The National
Council of Teachers of Mathematics (NCTM) in USA. This web site
[URL:http://illuminations.nctm.org/] supports mathematics teachers with
helpful and informative resources and links that help teachers develop
professionally. In this site mathematics teachers can access mathematics
teaching and learning activities, lesson plans, mathematics tools as well
as links to other mathematics teaching and learning web sites. Both
primary and secondary mathematics resources are available in this web
site. Figure 3.4 shows the main web page of the NCTM Illuminations site.
Another useful mathematics resource site for teaching and learning
mathematics
for
all
levels
is
TheMathForum@Drexel
[URL:
Activity 3.7
Many more interesting and helpful web sites are available for
mathematics teachers and students.
Surf the net and identify
(a) two web sites that are relevant to mathematics teachers to
obtain teaching resources, and
(b) two web sites that have interactive learning materials for
primary school mathematics students.
For each web site, do a screen capture of the page and provide
a brief description on how it can be used by teachers or
students. The results of this activity should be filed up in your
folio and share your search results in the OLL or during your
face-to-face interactions.
42
Review Exercise
It is time to review what you have learned from this module.
Answer the following questions and file up your answers in your
folio.
1. State the meaning of hardware of a computer.
2. Name three major types of hardware.
3. Give three examples of input devices
4. Give three examples of output devices
5. Give three examples of storage devicee
6. State one feature of an interactive whiteboard
7. Give one advantage of using a visualiser in a mathematics
class
8. What is the difference between a system software and an
application software?
9. Name the five main types of instructional software
10. Give one application of using MS Word in a mathematics
class.
11. State one benefit of using Geometers Sketchpad in a
mathematics classroom.
12. What is the benefit of using a problem solving software?
13. Name two internet search engines.
14. Give one use of the e-mail in mathematics teaching.
15. Describe one way video conference can be used for
mathematics teaching and learning.
16. Give one example of web-based learning.
17. Give an example of a professional website that has good
mathematics resources.
43
CONGRATULATIONS!
You have succeeded in completing this module.
Learning is not achieved by chance, it must be sought
for with ardor and attended to with diligence.
Abigail Adams
44
BIBLIOGRAPHY
Burns, M. (1992). About Teaching Mathematics. Maths Solution.
Foresman, S. (2000). Interactive mathematics: Lessons and tools. NJ: Prentice
Hall.
Haylock, D. (2003). Understanding mathematics in the lower primary years. UK:
Paul Chapman Publication.
Jennings, S., & Dunne, R. (2003). I see maths books. vol 1-3. UK: Mashford
Colour Press.
National Curriculum Council. (1991). Prime calculators: Children and
mathematics. UK: Simon and Schuster.
Reiser, R.A., & Dempsey, J.A. (Eds.) (2002). Trends and issues in instructional
design and technology. Upper Saddle River , New Jersey : Merrill/Prentice
Hall.
Robbyler, M.D., Edwards, J., & Havriluk, M.A. (1997). Integrating educational
technology into teaching. Upper Saddle River, New Jersey:
Merrill/Prentice Hall.
Trautman, A. P., & Lichenberg, B. K. (2003). Mathematics: A good beginning . 6th
ed. UK: Wadsworth/ Thompson Inc.
Internet websites:
http://www.davesite.com/webstation/net-history.shtml
http://mathforum.org/teachers/
http://illuminations.nctm.org/
http://en.wikipedia.org/wiki/List_of_search_engines
http://en.wikipedia.org/wiki/Internet
http://computer.howstuffworks.com/internet/basics/search-engine.htm
http://www.coolmath.com/
http://peabody.vanderbilt.edu/projects/funded/jasper/intro/Jasperintro.html
http://www.askdeb.com/blog/technology/what-is-computer-software/
http://www.rsclondon.ac.uk/fileadmin/docs/curriculum/staff_dev/learning_journey/documents/ag
_smartboards.pdf
http://www.jisc.ac.uk/uploaded_documents/Interactivewhiteboards.pdf
http://www.innovationslearning.co.uk/subjects/maths/activities/year3/number_dea
ns/question.asp
http://www.rsclondon.ac.uk/fileadmin/docs/curriculum/staff_dev/learning_journey/documents/ag
_smartboards.pdf
45
QUALIFICATIONS
QUALIFICATIONS:
1. Doctorate (PhD)
(Mathematics Education)
2. Master of Education
(Curriculum & Instruction)
3. B.Sc.Ed (Hons.)
(Biology, Mathematics)
WORK EXPERIENCE:
1. Mathematics Lecturer: 1991 2008
2. Seniour Mathematics Lecturer: 2008
now
PANEL MEMBER
QUALIFICATIONS:
1. B.Sc.Ed.Physics, Mathematics
PANEL MEMBER
NAME: JOHNSON A/L SAVARIMUTHU
POSITION: MATHEMATICS LECTURER
E-MAIL:
johnsavarimuthu_1968@yahoo.com
WORK EXPERIENCE:
1. Mathematics Lecturer: 1995 1998
2. Examination Secretary: 1999 2008
3. Mathematics Lecturer/Unit Head: 2009 now
QUALIFICATIONS:
1. M.Ed
(Mathematics)
2. B.Ed
(Mathematics)
WORK EXPERIENCE:
1. Mathematics Lecturer: 2008 - now
2. School mathematics teacher: 1993
2007
46
KELAYAKAN
QUALIFICATIONS:
1. Doctorate (PhD)
(Mathematics Education)
2. Master of Education
(Curriculum & Instruction)
3. B.Sc.Ed (Hons.)
(Biology, Mathematics)
WORK EXPERIENCE:
1. Mathematics Lecturer: 1991 2008
2. Seniour Mathematics Lecturer: 2008
now
PANEL MEMBER
QUALIFICATIONS:
1. B.Sc.Ed.Physics, Mathematics
WORK EXPERIENCE:
1. Mathematics Lecturer: 1995 1998
2. Examination Secretary: 1999 2008
3. Mathematics Lecturer/Unit Head: 2009 now
(NAMA)
(KELULUSAN)
(JAWATAN)
PHD/SARJANA/SARJANA
MUDA/DIPLOMA/SIJIL
(EMEL)
(PENGALAMAN KERJA)
47
ICONS
Break
Discussion
Reading material
Reference book
Exercise
Make notes
Checklist
Surf Internet
User Guide
Gather Information
Tutorial
Think
End
48