Professional Documents
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MATHEMATICS
CH
AN SAW TIEW
HBMT2103
TEACHING-LEARNING OF ELEMENTARY MATHEMATICS
MANIPULATIVES
NAMA
NO. MATRIKULASI
: 660529026168001
: 012-5896665
E-MEL
: chansawtiew@gmail.com
NAMA TUTOR
CONTENTS
Contents
Pages
1.0 Introduction
1-2
2- 3
4- 5
8 - 10
10 - 11
4.0 Conclusion
12
References
13
1.0 Introduction
Teaching and learning Mathematics has always posed a challenge to teachers as there is
always a possibility that students do not understand or do not concentrate during the class due
to the fact that the lesson is not interesting to them. Teachers are need to play their roles to
make sure that all their students understand and interested in the Mathematics lessons.
Different methods have been applied by teachers in the teaching of Mathematics. Some might
use the questioning method as a form of approach to teaching Mathematics as it is a way of
making sure that students are learning and understand the lesson, thus are able to solve the
problems. There are also teachers who like to use hands-on for examples corals or tools to
relate the lesson to real life situations. This will help the students to understand the lesson
better. To successfully achieve the learning outcomes of every lesson is crucial. Students need
to master all the topics in order to go further and learn more in Mathematics. The mastery of
the basic concept about numbers will help the students in their overall thinking and
development. Hence, teachers need to have different ideas or methods in teaching their
students since this determines the future of the students.
There are a lot of ways for a teacher to teach their students in
Mathematics. Every
single method will have different effects on the students' understanding. Teachers need to
plan their lessons properly based on the time factor, the level of understanding of the
students, the methods used and other factors just to teach the students in the most effective
way. The most basic way of teaching is by using the text book. It is a very simple method by
explaining to the students from the textbook and allow them to ask questions if they don't
understand. This is a traditional way of teaching in which for some students nowadays may
face problems in understanding the lesson. Direct explanation from the textbook has a
negative point as this method is lack of pictorial image with only numbers and words as most
of the researches state that teaching with pictorial image will boost a better understanding for
the students. "The right picture at the right time at the right place is a great way to boost
understanding as well as helping your learners build a memorable mental construction
around a topic. - Globalgridforlearning.com (2010). Using Images in Teaching: A Quick
Guide
Global
Grid
For
Learning.
[online]
Retrieved
http://www.globalgridforlearning.com/using-images-in-teaching-a-quick-guide
from:
[Accessed:
20th June 2013] ". Besides that, students might be too shy to ask questions during the lesson.
pg. 1
They are worried that they might feel embarrass regarding the questions they are going to ask
and other students might laugh at them. Students may also get distracted easily because with
only words and numbers, it is not interesting enough for them to be attracted to the lesson or
topic. If pictorial image is used with words and numbers to teach the students, it will provide
a better understanding to the students. This method still has its
disadvantage whereby
students can still lose interest and lose track as well. At the end of the lesson, students may
achieve the learning outcomes based on the picture, but if the picture is too complicated or
too distracting, students will not be able to achieve the desired learning outcomes. Another
method is using video or other media. Showing video to the students may increase their
interests towards the topic of learning. They may understand it better because there are
animations, audio and movement. However, students who are slow in learning might not be
able to catch up with the video. When a video is played, it goes on without stopping. Students
do not get a chance to really understand what is being shown on the video. Of course, there is
a way which has the best effect for the students nowadays. It is by using physical items to
illustrate real life situation with the students. For example, teachers can ask a few students to
come to the front of the classroom and demonstrate with physical objects. The rest of the
students will observe. Teachers can repeat the demonstration with other groups of students
and to try out with different kind of situations so that students can adapt different situations
with the same concept.
There is a number of objects that teachers can use to help the students in learning. For the
topic about money calculations in Mathematics, teachers can use fake money or cards as
illustration to the students. Teachers can start teaching the topic using the textbook and
exercise to make sure the students get the main idea about money. Before the teachers start to
use the fake notes, teachers need to warn the students that the money is fake and cannot be
used for real life transaction. This is to prevent the students from using the notes in real life
situation.
pg. 3
2.1 Activity 1
Topic
: Money
Year
: Year 2
Learning Objectives : Understand the way of using money in real life situation.
Learning Outcome : Pupils will be able to conduct transactions between sellers and buyers
using money.
Materials
RM 1.20
RM 4.00
RM
1.50
RM 1.50
RM 1.30
RM
7.90
pg. 4
Procedure
2.2 Activity 2
Topic
: Money
Year
: Year 1
Materials
Game Board
RM 1
Procedure
50 sen
20 sen
10 sen
5 sen
pg. 6
Another topic in mathematics for students from Year One to Year Three is multiplication and
division. This topic provides the students with the knowledge and concept of how to divide
and multiply number from one to another. From this topic, students will understand how to
determine numbers based on the situation such as divide pieces of cakes to a number of
people, multiply the number of apples to each person and many more. This topic is easy to
understand and yet hard to understand if the teachers use the wrong approach towards
different abilities students. Students of high ability are strong in understanding and are able to
learn faster. This topic may cause problem and confusion to the students due to the huge
number leap even for a class of high ability students that understand and learn fast. For a
class that is weaker, more problems will arise. In this topic, students will have to understand
how multiplication and division work which means they have to at least understand the
concept of addition and subtraction so that they can relate them. The worst part about this
topic is when the number is in decimal numbers which will cause a lot of confusion to the
students. Once the students understand how multiplication and division works, they will be
able to implement it into real life events such as counting number of items to distribute to
multiple parties or even multiple the items needed for a project. This will be the objectives of
teaching this topic to the students. For a good class that can grasp the concepts fast, teachers
can use numerous methods to teach. Teachers can use textbooks, exercises, videos,
simulations and many more to teach the students. Teachers definitely can use multiple
methods at the same time to teach the students. However, for slower students, teachers can
only use a few methods that are effective for the students. Definitely the method that use only
textbooks and exercises are not going to work for these students. Thus, teachers can use
pictures, video or real object to teach them.
There are a lot of items that can be used to teach this topic. Items such as blocks, beads, balls,
paper and many more objects can be used for teaching as long as teachers can gather quite a
number of them. For most of the case, teachers will use beads or blocks as the teaching aid to
teach the students since these items are easy to get and they can come in a big amount.
pg. 7
3.1 Activity 1
Topic
: Multiplication
Year
: Year 2
repeated addition.
To write relevant multiplication sentences within 2, 3, 4 and 5 timestables.
Materials
Procedure
1. Teacher presents repeated-addition stories, while pupils model each story with beads and
plates.
Mm
Mei Mei has 3 plates. In each plate, there are 2 beads. How many beads are there altogether?
2 + 2 + 2 = 6
3 x 2 = 6
2 + 2 + 2 = 3 x 2
pg. 8
3 + 3 + 3 + 3 = 12
4 x 3 = 12
3 + 3 + 3 + 3 = 4 x 3
4 + 4 + 4 = 3 x 4
5 + 5 = 2 x 5
After story modelling and several examples, the teacher introduces multiplication as repeated
addition and the relevant mathematical sentences written on flash cards as follows:
4 + 4 + 4 = 3 x 4
2. In groups of four, ask each pupil to take turns to play.
3. Every group will have two sets of number cards with 1 to 5 written on the cards.
4. Shuffle the two sets of cards. After that, put the two set of cards face down on the table.
5. Show the top card from that two stacks of cards, then multiply the two numbers shown on
the cards. Say out the answer and write it down into the table if the answer is correct.
(Pupils also can use the beads to calculate the answer).
6. When the cards have run out, repeat steps 4 and 5 to continue the game.
pg. 9
7. After 20 minutes, the group which fill most answers on the table below is the winner.
8. The teacher summarises the lesson on how to describe multiplication as repeated addition
3.2 Activity 2
Topic
: Division
Year
: Year 2
Materials
Procedure
1. Teacher presents repeated subtraction problems, pupils model each problem with blocks.
An example of such story is shown.
ac
pg. 10
8 blocks; 2 blocks for a group. How many groups of blocks are there?
8 - 2 - 2 - 2 - 2 = 0
8 2 as repeated subtraction
2. After several rounds of story modelling, teacher introduces division as repeated subtraction
pg. 11
4.0 Conclusion
There are a lot of ways to teach students about mathematics. Different approaches and
methods will provide students with different level of learning. As in most cases, teachers will
use simulation to teach the students. This method will be the best way to teach students
because students can relate the lessons to their real life and will be interested in it. Teachers
will need to choose the teaching methods based on the ability of learning of the students in
order to produce the best result in teaching. The main objective in the learning outcomes of a
mathematics lesson is to make sure students understand the topic at the end of the lesson. As
long as the students are interested and understand the topic, then the teachers have chosen
the correct teaching method.
(2,811 words)
pg. 12
REFERENCES
Murugiah,V., Kao, TK., & Wong, WC. (2013). HBMT2103 Teaching of Elementary
Mathematics Part 1 (2nd ed.). Selangor: Meteor Doc Sdn. Bhd.
Coolmath4kids.com (1997). Cool Math 4 Kids Times Tables Lessons and Games
(Division and Multiplication), Free Online Flash Cards to Print (Printable). [online]
Retrieved from: http://www.coolmath4kids.com/times-tables/ [Accessed: 21st
June 2013].
pg. 13