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Ketika mula mendapat tugasan ini pada 30 Julai2011, saya amat risau dan gelap ke

rana tidak mengetahui apa-apa pun. Malahbila diteliti tugasan ini saya rasa kela
m kerana telah lama tidak mempraktikanapa yang dipelajari dulu memandangkan lama
telah meninggalkan prosespengajaran di bilik darjah. Namun, dengan ajaran pensy
arah saya iaitu PuanZaleha pada pertemuan selepas itu , saya dapat panduan dan m
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ar diperolehi memandangkan tempat tinggal saya di jauh pendalaman denganperpusta
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g serba kurang. Saya telah bertungkuslumus mencari buku-buku yang berkaitan sert
a menanyakan pensyarahmengenai buku serta tugasan ini. Rakan-rakan juga telah me
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anyak ilmumengenai sukatan pelajaran Bahasa Melayu. Ini adalah berguna apabila s
ayamengajar nanti, juga adalah pentinguntuk peperiksaan saya pada semester ini.S
aya telah menyiapkan tugasan ini dengan terbaik yang saya boleh dan jugamenghara
pkan yang terbaik. Dengan ini, saya rasa syukur walaupun dapatmenyiapkan tugasan
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an-rakan yang membantu .

OPEN UNIVERSITYMALAYSIA
FACULTY OF EDUCATION AND LANGUAGES
HBMT3403TEACHING MATHEMATICS IN FORM TWO
Title :

APPROACHES THAT CAN BE USED TO TEACHTHE CONCEPTS OF TRANSFORMATIONS.WENCESLAUS T
EHAS(NO. MATRIX: 810628135897002)NO. K/P : 810628-13-5897NO. TELEFON : 013-82892
82
wencelespichin@yahoo.com
TUTOR:EN. ZURHANA BIN MOHAMMADPUSAT PEMBELAJARAN:INSTITUT PERGURUAN MALAYSIAKAMP
US TUN ABDUL RAZAKSAMARAHAN

HBMT3403 TEACHING MATHEMATICS IN FORM TWO
WENCESLAUS TEHAS810628-13-5897-002
1.0 Introduction
Arthur Cayley (1821-1895) and James Sylvester (1814-1897) were the earliestmathe
maticians to write about transformations. Their importance is because sets of tr
ansformations can be used to classify geometries. The word transforms means "toc
hange." In geometry, a transformation changes the position of a shape on a coord
inate plane. What that really means is that a shape is moving from one place to
another.A transformation of a collection of objects is a rule that describes how
totransform or "move" each object in the collection. For us, the objects are th
e points inthe familiar coordinate plane and the collection is the plane itself
(composed of all its points). A transformation, then, is a rule that describes h
ow to move each of the pointsin the plane to new locations. Every point has to g
o somewhere, even if it is just toowhere it was in the first place. No two diffe
rent points can go to the same place.On this paper, i will discuss more about so
me approaches that can be used toteach the concepts of transformations. During t
his task, Ive found some article whichon my opinion is related and comply with th
e task given.

HBMT3403 TEACHING MATHEMATICS IN FORM TWO
WENCESLAUS TEHAS810628-13-5897-002
2.0 Related Literature Review
2.1Article 1 : Interactive :Translations, Reflections And Rotations
Source:http://shodor.org/interactive/lessons/TranslationsReflectionsRotations/Th
is article is about a lesson which is planned to introduce the studentsto the co
ncepts of translation, reflection and rotation using an interactivemedia. On doi
ng so, the writer states some requirement on students prerequisite which is a mus
t for the students before they can proceed with thelesson. From my pedagogical u
nderstanding, this is to ensure that the lessonwill goes in a smooth flow withou
t any circumstances that can interrupt the planned strategies.On arithmetical pr
erequisites issue, students must be able to identify the basic two-dimensional s
hape of a square, a triangle and a parallelogram.Meanwhile on the technological
prerequisites issue, students must be able to perform basic mouse manipulations
such as point, click and drag. On thelesson plan, there are six identified outli
ne that has been stated by the writer asthe guidance for the whole teaching and
learning process.The outlines are focus and review, objectives, teacher input, g
uided practice, independent practice and closure. The approach that has been pla
nnedto be use in this teaching and learning process is a constructive approach w
herethe teacher guides the students while students itself build their own knowle
dge by the guidance of the teacher.As a conclusion, the teacher is trying to use
the constructive approachto make the lesson to be so meaningful beside it will
give a deep impact on thestudents understanding on the terms and skills thought.

HBMT3403 TEACHING MATHEMATICS IN FORM TWO
WENCESLAUS TEHAS810628-13-5897-002
2.2Article 2: Interactivate : Symmetry In Tessellations
Source :http://shodor.org/interactivate/discussions/SymmetryInTesselati/This art
icle is about a plan on teaching the topic of symmetry intessellation. In this l
esson plan, the teacher prefers to do it in a form of discussion. The discussion
is more to discuss the difference between two termswhich are the definition of
symmetry itself and the term of the type of symmetries in tessellations.In this
discussion, the teacher triggers the student to build their ownknowledge by guid
ing them on understanding the terms of symmetry and thetype of symmetries in tes
sellations. We can saw the effort when the teacher tries to describe the term of
symmetry. After that, then the teacher describe thetypes of symmetries in tesse
llations.As a conclusion for this lesson plan, i can say that the approach that
theteacher tries to use is the inductive approach. This is because the teacher p
laysthe role to guide the students while the student tries to build their ownkno
wledge by their observations.

HBMT3403 TEACHING MATHEMATICS IN FORM TWO
WENCESLAUS TEHAS810628-13-5897-002
2.3Article 3: Transformations In Geometry (Middle, Mathematics)Source :http://te
achers.net/lessons/posts/2752.html
This third article is also about a lesson plan. The difference of thisarticle wi
th the two previous articles is that this article is planned for the wholeunit w
hich needs 6 8 weeks to teach. From this article, the write are using alot of te
aching strategies, approaches and methods to reach the targetedobjective even th
ou theres none of those objectives was stated. Among all thestrategies that were
use there was acting out strategies, mimic on what their partners doing, discus
sion strategies and so on.On this lesson plan also there were several teaching a
ids was mentionand that will be necessary to fulfill the teaching and learning r
equirement.Among the said teaching aids are the geometry sketchpad, geoboards, p
attern blocks and Escher-like Tessellations.For a conclusion, although there wer
e a lot of strategies, approachesand method applied by the writer in this lesson
plan, the writer is more focus tohands on activity. To proof this, we can see t
hat almost all of the plannedstrategies are based on students activity meanwhile
the teacher just act as thementor to guide the students on the whole of the teac
hing and learning process.