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This document discusses issues with continuity in mathematics curriculum between primary and secondary school. It notes that primary students are unsure about fractions when transitioning to secondary school. It recommends that teachers understand curriculum across years and invite cross-school collaboration to help students make connections between primary and secondary mathematics lessons. Improving the curriculum design through teacher discussion could lead to a more efficient mathematics education.
Deskripsi Asli:
On the Continuity Mathematics Curriculum Between Primary and Secondary School
This document discusses issues with continuity in mathematics curriculum between primary and secondary school. It notes that primary students are unsure about fractions when transitioning to secondary school. It recommends that teachers understand curriculum across years and invite cross-school collaboration to help students make connections between primary and secondary mathematics lessons. Improving the curriculum design through teacher discussion could lead to a more efficient mathematics education.
This document discusses issues with continuity in mathematics curriculum between primary and secondary school. It notes that primary students are unsure about fractions when transitioning to secondary school. It recommends that teachers understand curriculum across years and invite cross-school collaboration to help students make connections between primary and secondary mathematics lessons. Improving the curriculum design through teacher discussion could lead to a more efficient mathematics education.
CONTINUITY MATHEMATICS CURRICULUM BETWEEN PRIMARY AND SECONDARY SCHOOL EDU 555 CURRICULUM AND INSTRUCTION
PREPARED BY : NURDIYANA BINTI NANDAN
(2014990923) Prepared for : en. Muhamad furkan bin mat salleh
MAIN IDEA
Concept of CONTINUITY OF THE
CURRICULUM
Review of content in mathematics from
primary to secondary
SUMMARY
ISSUES
At the end of primary school, students remain
unsure that : 1) The fraction n/m is or not a number? 2) What kind of number is n/m? 3) Why > ?
Secondary students cannot relate the previous
lesson during primary schools eg: FRACTION & RATIONAL NUMBER
SUMMARY
OPINIONS/ COMMENTS
Teachers should know mathematics
curriculum, at least for the neighbouring years for that cycle and at least from the learning content point of view (Attard, 2010)
Schools should invite mathematics teacher
from secondary schools to observe or maybe teach primary mathematics lessons to students and vice versa
Teachers need deeply understand the subject
matter and flexibly so that they can help or encourage students create cognitive maps,
CONCLUSION
Researchers and teachers need to sit together
and discuss about the mathematics curriculum design towards future with more efficient way
REFERENCES
Catherine, A. (2015, November 22). Primary Mathematics: Engaged
Teachers = Engaged Students. Retrieved November 11, 2016, from https://engagingmaths.co/2016/05/02/primary-mathematics-engagedteachers-engaged-students/
Nicolescu, B. N., & Petrescu, T. C. (2015). On the Continuity Mathematics
Curriculum between Primary and Secondary School. Journal of Procedia Social and Behavioral Sciences, 180, 871-877.
Robert, W. C. (2008). Educating Everybody's Children: Diverse Teaching
Strategies for Diverse Learners, Revised and Expanded 2nd Edition, 320. Retrieved from http://www.ascd.org/publications/books/107003/chapters/EducatingEverybody's-Children@-We-Know-What-Works%E2%80%94And- WhatDoesn't.aspx