ABACUS 1 The chronology and development of the application of the abacus in Malaysia Dates Nov 1993 Events Cabinet

ministers decided that abacus should be used in schools. The Ministry of Education should do the implementation. Ministry of Education collaborated with State Education Department to organize abacus courses for standard 4 teachers using 5-2 abacus. Duration of implementation in school was from 1994 to 1995 The school division monitored and found 13 schools (N. Sembilan, Melaka and Johor) implementing the Program Pendidikan Sempoa. The Ministry of Education sent circulars to school to replace the 5-2 abacus with the 4-1abacus. The first cohort training for resource teachers using 4-2 abacus. Second cohort training for resource teachers. Abacus Learning and Speed Calculation Program transferred from School Division to Curriculum Development Centre. Proposal of implementing Abacus Learning Program (4-1) and speed calculation in schools. Syarikat PM 2020 with Xu Szi Zhong trained 200 resource teachers in the use of abacus. 200 resource teachers completed the course in using abacus for the four basic mathematical operations Request for allocation of money to train more teachers was not approved. The Tecchers Education Division was directed by the Ministry of Education to organise Mental Arithmetic Courses for teachers Ministry of Education appointed UCMAS to train teachers in Mental Arithmetic using abacus. The coordinator was the Teachers Education Division.

1994

Jan 1995

Mac 1995

Jun 1995 December 1995 April 1996

Jun 1996

Sept 1996

Feb 1997

1997

Oct 1997

July 1998

Technique of using abacus 2.1 Construction and anatomy of abacus

5 2 Abacus

4 1 Abacus

2.2

Roles of fingers in using abacus

Index Moving lower beads away from the beam

Middle Moving upper beads for addition and subtraction

Pencil

Thumb Moving lower beads to the beam for addition

Index Moving lower beads away from the beam for subtraction

Middle Moving upper beads for addition and subtraction

Thumb Moving lower beads to the beam for addition

Middle Moving upper beads for addition and subtraction

Thumb Moving beads at the lower column to the beam

Index Moving lower beads away from the beam for subtraction

Using abacus as learning resource to show value and mathematical operation

Place value of numbers

Beads in every rod shows the value of numbers

Addition Starting from the rod at the right end The process include: addition without regrouping combination of 5

Function +4 +3 +2 +1

Explanation Plus 5 minus 1 Plus 5 minus 2 Plus 5 minus 3 Plus 5 minus 4

combination of 10

Function +9 +8 +7 +6 +5 +4 +3 +2 +1

Explanation Plus 10 minus 1 Plus 10 minus 2 Plus 10 minus 3 Plus 10 minus 4 Plus 10 minus 5 Plus 10 minus 6 Plus 10 minus 7 Plus 10 minus 8 Plus 10 minus 9

combination of both 5 and 10 Explanation Plus 4 minus 5 Plus 10 Plus 3 minus 5 Plus 10 Plus 2 minus 5 Plus 10 Plus 1 minus 5 Plus 10

Function +9 +8 +7 +6

Subtraction Starting from the rod at the right end The process includes: Subtraction without regrouping combination of 5

Function +4 +3 +2 +1

Explanation Minus 5 Plus 1 Minus 5 Plus 2 Minus 5 Plus 3 Minus 5 Plus 4

combination of 10 Explanation Minus 10 Plus 1 Minus 10 Plus 2 Minus 10 Plus 3 Minus 10 Plus 4 Minus 10 Plus 5 Minus 10 Plus 6 Minus 10 Plus 7 Minus 10 Plus 8 Minus 10 Plus 9

Function +9 +8 +7 +6 +5 +4 +3 +2 +1

combination of both 5 and 10 Explanation Minus 10 Plus 5 Minus 4 Minus 10 Plus 5 Minus 3 Minus 10 Plus 5 Minus 2

Function +9 +8 +7

+6

Minus 10 Plus 5 Minus 1

Multiplication Starting from the rod at the left end Only answers shown on abacus Division Starting from the point of reference Only answers shown on abacus Glossary Abacus Rod Beam Point of reference Bead Combination Addition Subtraction Multiple Division Thumb Index finger Middle finger Reference 1 2. 3. 1.2 Modul latihan abacus untuk jurulatih PPK www.abacus.com www.ucimas.com.my Abakus Tiang Palang pemisah Titik penentu Manik Kombinasi Tambah Tolak Darab Bahagi Ibu jari Jari telunjuk Jari hantu

CALCULATOR

Objectives of Module 1. Discuss the advantages and disadvantages of using calculator 2. List out 5 functions of calculator 3. Calculate mean, and standard deviation using calculator.

Content Advantages 1. fast 2. accurate 3. exploring Disadvantages 1. does not encourage student to think 2. costly 3. does not encourage student to memorise multiplication table Different types of calculators:1 2 3 standard scientific graphic

Activity 1 (10 minutes) 1. Divide students into 2 groups - Group A and group B 2. Provide group A with calculators, but not group B 3. Each group is to work out the given questions: Example; 2583 X 2673 = 9876 X 435 = 781349643 X 2123 = Which group can answer the questions correctly and fast? State the reasons.

Activity 2 (20 minutes) group activity Students to complete the table below: Advantages of using calculator 1. 2. 3. 4. Examples

Disadvantages of using calculator 1. 2. 3 4. Students to present their answers

Examples

Activity 3(1 hour) - Group Activity Using calculator in computer 1. Click start, program, accessory, and calculator. 2. Refer to the book Mengenali dan Mengguna Windows 98 page 96. 3. Follow the instructions in that book

Reference 1. 2. 3. 1.3 Chua Chooi See, Mengenali dan Mengguna Windows 98, Federal Publications, 2000 Casio Training Modules for CFX-9850 GB PLUS, Marco Corporation (M) Sdn. Bhd. http://world. Casio.com/edu_e THE COMPUTER

Objectives To describe the benefits of using a computer in a teachinglearning process. To explain the conditions whereby a computer is beneficial in a teaching-learning process. To select and assess the CAI / CAL Program suitable for a mathematics lesson To define the advantages and disadvantages of the CAI / CAL Program To list out the softwares which could assist in a teaching-learning process of mathematics. Content I) What is the purpose of using a computer in a teaching-learning process? Using a computer in a teaching-learning process which is wisely and well planned

and suitable to the purpose, will enhance efficiency and effectiveness of the teachinglearning process. II) What are the benefits of using the computer in a teaching-learning process? To improve students understanding of concept To provide equal opportunity of learning to all students To motivate the students Individualised learning

III) How would you use the computer in a teaching-learning process? In the context of using the computer in a teaching-learning process, there is no one method that is the best and therefore ought to be used. The best approach is actually using the computer suitable to the needs of the students and producing results which is hoped for, within a reasonable period of time. The use of the computer can be seen from TWO aspects the teaching aspects (i.e. teacher using the computer) and the learning aspects (students using the computer) In the context of learning, the use of the computer can be categorized thus : tutorial exploratory application communication

In the context of teaching, the computer is used as an instrument for presentation and demonstration. IV) Why Computer Assisted Instruction (CAI) or Computer Assisted Learning (CAL)? There are many reasons. computers have developed rapidly over the past quarter century they have become more powerful(that is, able to process and store much more data),faster, cheaper, smaller, easier to use and more convenient. Various computer networks have been connected and have become more convenient. Computers are becoming more compatible with one another Computers can be obtained at a lower price. Computers can be used to make classes more effective Students can work individually

V)

Advantages and Disadvantages of CAI / CAL for Mathematics Teaching

Advantages CAI / CAL is good for motivating students Students can obtain different types of input Through simulation and other techniques, computers can present abstract things in a concrete and easily understood way. Learning can be individualized using computers. Students can study materials related to their individual goals and what they need or are interested in, with the appropriate difficulty level and at their own pace. CAI / CAL can overcome barriers of time and place Students can also use computers to work on projects with their classmates

Disadvantages requires computers and softwares as well as other equipment, all of which are expensive a special classroom is necessary technicians to keep the computers working properly if many classes are using the computer room, scheduling would be difficult

VI)

Criteria in selecting the CAI / CAL Program Suitable to the requirements of the syllabus Suitable to the local needs Cost of the softwares Reliability of the program

VII)

Suggested Programmes which will help in the teaching-learning process: Excel Words Power point Publisher

Strategy group discussion workshop students to select a program and produce a material for a teaching-learning process to present the material produced

Suggested Activities / Tasks Activity 1 What classroom procedures have you established to ensure that all students are on task and working productively when using the computer?
1. Log on user name 2. Monitor the usage of computer time 3. Print out a copy as evidence of productive usage 4. Set a time frame for tasks to be completed 5. Prepare a log book to record information regarding the usage of the computer 6. Teacher supervises from time to time 7. Each member of the group is required to write a journal which has to be

confirmed by the other members of the group Activity 2 What procedures do you have in place to ensure that students who need assistance when working on the computer get the help they need, without interrupting an instruction or other activities that may be going on in the classroom? 1. 2. 3. 4. 5. 6. Place a flag on the computer monitor Assign co-facilitators to assist References, etc, to be placed on one corner for easy access Go to help button in the program Place a pencil box on the computer monitor as an indication that help is needed Enlist the help of classmates who are more skilful and who are seated nearer to them.

For the above-suggested activities, students work in-groups of 4 / 5. Each group will discuss the task selected in about 5 10 minutes. Each group will then present their products. The lecturer will form the conclusion. Reference 1. 2. 3. Intel Teach To The Future (March 2002) Panda Penguin Teknologi Maklumat Dan Komunikasi Dalam P&P Internet

1.4

INTERNET

MODULE OBJETCIVES 1. Introduction to Internet 2. Understanding Directories and Search Engines 3. To get information through internet 4. List out the advantages and disadvantages of using internet. CONTENT What is internet? Internet is a network of networks, linking computers to computers using the same language ,where communication is almost instantaneous with another. Basic requirements to connect to the internet 1. A computer which is connected to a telephone line by modem 2. Internet explorer 3. Account with internet service provider; In Malaysia we have MIMOS Berhad- Jaring, Telekom Malaysia Berhad- TM Netand Maxis Communications Maxis Net Search Engine Search engines are web sites connecting to huge computers having incredible amounts of indexed information for easy retrieval. If we seek general information on broad topics, use a Web directory or index. Directories are arranged by subject and usually include return links to the top level of the directory's Web site. Examples of directories are: Yahoo! http://www.yahoo.com/ Magellan http:// magellan. Excite.com/ Yahooligans! http://www.yahooligans.com Neo Planets http://www.neoplanet.com/start To obtain specific information and the appropriate titles or phrases use a search engine.

Examples of search engine; Alta Vista http:// www.altavista.com Google http://www.google.com Excite http://www.excite.com

Interesting and related websites Topics Fractions Decimal Percentage URL http://forum.swarthmore.edu/paths/fraction/olympic.fraction.html. http://www.mathleague.com/help/fraction.html. http://www.pipeline.com.au/user/matheuse/fraction.html. http://forum.swarthmore. Edu/dr.math/faq/faq.fractions.html. Place value Mixed Numbers Fractions Whole Number Addition, Subtraction Multiplication,Division Mixed Numbers Money, Time, Measurements : Measure of length, weights, liquid capacity and space http://www.mathleague.com/help/decwholeexp/decwholeexp.html http://www.arcytech.org/java/b10block/description.htlm http://www.visualfraction.com/multiEasy.html. http://www.prerian.on/fraction/default.html. http://www.aplusmath.com/Flashcards/index.html. http://www.kidsmath.com/e int. html. http://www.mathleague.com/help/wholenumbers/wholenumbers.html http://www.aplushmath.com/Flashcards/index.html. http://www.sys.virginia.edu/~wwwle/jun/module.html http://www.mathleague.com/help/metric/metric.html. http://www.teachingtime.co.uk http://www.teachingtime. Co.uk/clockres.html.

Getting Started (30 minutes) 1. Double click the Internet Explorer icon

2. In the address box type the address you want to visit; example
http://www.ambleside.schoolzone.co.uk/ambleweb/mentalmaths/clock.html ( all in small letters) 3. Press enter button and wait 4. If you do not know the website you want, just type the word you want to search , example mathematics in the search box and press enter. 5. The list of URL appears. Choose the related URL and click, then press Enter and wait.

Workshop (30 minutes) Student are divided into groups of 4/5 Every group will discuss one of the following topics Each group will present the outcome of their discussion General view and summary by the lecturer. 1. Discuss ways to prevent students from viewing unsuitable website Suggested answers: i. ii. iii. iv. Tell student what they can and cannot do online Used password protection to track user Filtering computer with Proxy server, firewall, net nanny, etc Teacher monitors the students using the internet

2. List out the advantages and disadvantages of using internet Advantages Suggested answers: i. ii. Disadvantages Suggested answers: i. ii. you have to pay for certain information attract students to visit to XX files Information can be obtained within a few seconds Accessible to a lot of information with just one click

3. Many schools have one or two computers for student use. How do you arrange for equal access? i. ii. iii. Rotation system Setup a schedule- during and after school hours Record usage

Guided Tour ( 1 hour) 1. Divide students into 4 groups. 2. Ask students to link to the following web sites Group 1 : http:// forum. Swarthmore.edu/paths/fraction/olympic.fractions.html Group 2 : http://forum.swarthmore.edu/alejandre/frisbie/bricks.html Group 3 : http://www.visualfractions.com/mixtofrac.html Group 4: http://www.mathleague.com/help/metric/metric.html 3. Students summarise materials obtained from the various websites.

Reference 1. 2. 3. 4. Intel teach to the Future, Mac2002 Poo Kuan Hoong, Pengenalan Kepada Internet Uni-Ed Publication Sdn. Bhd. Palani Murugappan, Internet : Langkah Demi Langkah Venton Publishing. http://www2.moe.gov.my/~mpbp/netweb.htm

Glossary:

http (Hyper Text Transport Protocol) The rules by which World Wide Web browsers and servers communicate. Internet Explorer Microsofts World Wide Web browser URL (Uniform Resource Locator). The address for an internet web site beginning : http:// Web Site Sets of Web pages that can be visited by browsers. 1. general idea about internet 2. Understanding Directories and Search Engines 3. To get information through internet 4. List out the advantages and disadvantages of using internet.

1.5

A TEACHERS GUIDE BOOK

Objectives

To be able to select a good teacher's guide book To be able to use a teacher's guide book in planning a lesson To be able to identify the relevant contents suitable for the lesson

Contents A) What is a teachers guide book ? A teachers guide book contains useful information, guidelines and hints in line with topics found in the students text books, activity and workbooks. A teachers guidebook also explains the aims of the usage of the various materials found in the textbooks and the activity workbooks. B) Objectives of a teachers guide book i) The teachers guide book is prepared to assist the teacher in planning and conducting a lesson effectively when using the text book, activity and work book. The teachers guidebook is also to help a teacher with less experience and lacking in reference material. ii) iii) The teachers guidebook is prepared according to the arrangement and progress of the topics found in the textbooks and activity/work books. The teachers guidebook is regarded as a reference book, containing notes, additional materials and resource, so as to assist a teacher to obtain materials to conduct a lesson. iv) The teacher's guidebook is also prepared to assist a teacher in planning teaching strategies. C) Characteristics I) a) Skills The main aim is to help a teacher, using the textbooks and activity/work book, when preparing a lesson , to achieve the skills as required in the syllabus. b) Objectives Objective here is said to be in the form of behavioral objective. This is to enable the teacher to expect the basic skills, which the students are required to acquire. c) Concept Concept here refers to understanding, which is built up through skills. This topic is prepared to help a teacher consolidate concept which are found in the textbooks. d) Values and Attitudes

This topic lists out examples of moral values, which can be absorbed in a teaching and learning process. The list does not prevent a teacher from absorbing other values.

e)

Preparation An activity prepared earlier which is related to the concept or skills to be learnt, will prepare students in learning new concepts or skills. Such an activity is hoped to prepare the students mentally and also their psychomotor skills, in order to encounter a lesson in mathematical concept and skill.

f)

Teaching Aids Various types of teaching aids, including concrete objects, models, charts, diagrams and others could be used.

g)

Suggestions on teaching methods A teaching method suggested is based on the textbook to help a teacher plan her lesson. The suggested teaching method needs to take into account the mathematical concept and skills in the text book.

h)

Students Enrichment materials The teachers guidebook prepares enrichment material for students, in the form of exercises, activities, mathematical games, and others. Enrichment exercises and activities have to be challenging to enhance the students thinking power.

i)

Resource for the teacher This suggests further information to help a teacher in preparing for each lesson. Additional information can be in the form of notes for the teacher, list of reference books and others.

II) i III)

Illustrations Illustrations in the teachers guidebook should comply with the following: i) correct, accurate and function ii) variety and attractive Language The language used in the teachers guidebook should be clear and suitable. The vocabulary used has to be accurate, consistent and up to date.

IV)

Presentation

A teachers guidebook has to be presented with the following characteristics: a) according to the progress and sequence of the topics in the textbook. b) contains suggestions of teaching strategies related to the textbook. c) Systematic and practical d) Attractive and of variety e) Able to generate creativity and innovative. Strategy Reference Buku Panduan Guru Matematik Tahun 1- 6 Kementerian Pendidikan Malaysia Group discussion Workshop Self assessment Presentation

1.6

ACTIVITY / WORK BOOK

Objectives To be able to select a suitable and good activity / work book To be able to use the activity / work book in line with the skills taught and the students capability. To be able to select activity suitable for a teaching and learning process.

Contents A) What is the activity / workbook? The contents in the activity / workbook are divided into chapters, each according to the topics in Mathematics. Each chapter consists of various units with varieties of exercises and activities of different levels to consolidate concepts and skills in the textbooks. At the end of each chapter, there is an exercise to assess the concept and skills acquired. B) Objectives of the activity / work book To help students understand and acquired skills in mathematics To consolidate the students understanding of the concepts and skills acquired. To help students develop their psychomotor, cognitive and affective skills. To cultivate the thinking skills in students. C) Characteristics I) i) The activity / work book consists of exercises and activities aimed at helping students to consolidate their understanding of the concept and acquired skills in mathematics. ii) iii) iv) All factors used in the activity / workbook must be accurate and up to date. The activity / work book has to emphasis on mastering learning and thinking skills The activity / workbook should contain varieties of activities suitable with the ability of students at different level of achievement.

II) a) Exercises

Exercises prepared should meet the following requirements : Instructions are clear, accurate and easy to understand Set from easy to difficult Suitable so as to consolidates concepts and skills at the three different achievement levels. To cultivate thinking and learning skills Contain elements of assessment, consolidation and enrichment.

b) Activities The requirements needed for activities to be prepared are : Clear , accurate and easy to understand instructions Can be performed by the students according to their respective level of achievement Suitable so as to achieve the objective of the lesson To create awareness, to discover abilities, to involve students actively and to attract students interest. Varieties such as the following could be included : i) ii) iii) iv) v) III) Illustrations a) The function of illustrations is to help students understand the questions b) local situations and materials which are related to the lives of the students are to be used c) clear , accurate and the appropriate size suitable for the level of the students. d) Different forms of graphic such as drawing, photograph and cartoon based on the local situation. problem solving mathematical games simulation games play act guessing games

IV)

Language / Vocabulary The language used should be : Simple , clear and suitable for the level

The vocabulary should be : Consistent, accurate and up to date

V)

Values Insert moral values and elements of patriotism wherever suitable in the activity / workbook.

VI)

Presentation Questions in the exercises and activities have to be presented based on the principles of the teaching and learning process. The following are to be considered According to the progress and sequence of the text book Easy to understand by students To be related with the students experiences Student centered Style of presentation should be varied.

VII

Matters to be avoided Elements which are sensitive, negative, subversive should be avoided. Consistent, accurate and up to date

Strategy Group discussion Workshop Presentation

Reference Buku Panduan Guru Matematik Tahun 1 - 6 Kementerian Pendidikan Malaysia