curriculum development centre 1 curriculum for mathematics and additional mathematics mathematics...
TRANSCRIPT
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CURRICULUM FOR MATHEMATICS AND
ADDITIONAL MATHEMATICS
MATHEMATICS UNIT
CURRICULUM DEVELOPMENT CENTRE
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Syllabus
Curriculum Specifications
ADDITIONAL MATHEMATICS CURRICULUM
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A general description of the Mathematics KBSM program.
Discuss rationale, aim, objectives, content organisation, general teaching and learning approaches, and assessment.
Lists the mathematical topics through the five-year program.
Organizes topics into three inter-related areas of Number, Shape and Space, and Relationship.
A general description of the Mathematics KBSM program.
Discuss rationale, aim, objectives, content organisation, general teaching and learning approaches, and assessment.
Lists the mathematical topics through the five-year program.
Organizes topics into three inter-related areas of Number, Shape and Space, and Relationship.
THE CURRICULUM
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Specify learning area, experiences and outcomes. Five separate documents according to levels – Forms 1 to Form 5.
Specify learning area, experiences and outcomes. Five separate documents according to levels – Forms 1 to Form 5.
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DECLARATIONOUR NATION, MALAYSIA, being dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society which shall be oriented to modern science and technology;
WE, her peoples, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GODLOYALTY TO KING AND COUNTRYUPHOLDING THE CONSTITUTIONRULE OF LAWGOOD BEHAVIOUR AND MORALITY
DECLARATIONOUR NATION, MALAYSIA, being dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich and diverse cultural traditions; to building a progressive society which shall be oriented to modern science and technology;
WE, her peoples, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GODLOYALTY TO KING AND COUNTRYUPHOLDING THE CONSTITUTIONRULE OF LAWGOOD BEHAVIOUR AND MORALITY
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Education in Malaysia is an ongoing effort towards further
developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious,
based on a firm belief in God. Such an effort is designed to
produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are
responsible and capable of achieving a high level of
personal well-being as well as being able to contribute to the betterment of the family, the
society and the nation at large.
Education in Malaysia is an ongoing effort towards further
developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious,
based on a firm belief in God. Such an effort is designed to
produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are
responsible and capable of achieving a high level of
personal well-being as well as being able to contribute to the betterment of the family, the
society and the nation at large.
NNhilosophy ofhilosophy of
ational ational
EEPP
ducationducation
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“The Mathematics Curriculum for secondary school aims to develop individuals who are able to think
mathematically and who can apply mathematical knowledge effectively and
responsibly in solving problems and making decisions. This will enable the
individual to face challenges in everyday life that arise due to the advancement of
science and technology .”
AIM
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“The Additional Mathematics curriculum for secondary schools aims
to develop students with an in-depth mathematical knowledge and ability so that they are able to use mathematics
responsibly and effectively to communicate and to solve problems, so
as to provide them with adequate preparation for future studies and be productive in their future careers.”
AIM
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CURRICULUM OBJECTIVES
Widen their ability in the field of numbers, shapes and relationships as well as to gain knowledge in calculus, vector and linear programming;
Enhance problem-solving skills;
Develop the ability to think critically, creatively and to reason out logically;
Make inference and reasonable generalization from given information;
Relate the learning of mathematics to daily activities and careers;
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CURRICULUM OBJECTIVES
Use the knowledge and skills of mathematics to interpret and solve real-life problems;
Debate solutions in accurate language of mathematics;
Relate mathematical ideas to the needs and activities of human beings;
Use hardware and software to explore mathematics
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KnowledgeKnowledge
AbilitiesAbilities
Attitude and ValuesAttitude and Values
Facts, principles, theorems, etc.
Calculation, measuring,computation, communication, solving problems, etc.
Appreciating mathematics, accurate, precise, systematic, persistence, etc.
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ORGANISATION OF CONTENT
Core Package
Elective Package
The contents are arranged into two learning packages:
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ORGANISATION OF CONTENT
Compulsory for all students and consists of 9 topics arranged under 5 components:
Algebra (A)
Geometry (G)
Calculus (C)
Trigonometry (T)
Statistics (S)
The Core Package
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ORGANISATION OF CONTENT
Consists of two packages:
Science and Technology Application
Social Science Application
The Elective Package
Students need to choose only one application package according to their inclination.
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ORGANISATION OF CONTENT
Learning Objectives
Suggested Teaching & Learning Activities
Learning Outcomes
Points to Note
Vocabulary
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Learning objectives are more general.
Students should be taught to…
Understand and use the concept of
… to solve problems.
Perform computations…
Column 1: Learning Objectives
ORGANISATION OF CONTENT
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Column 2: Suggested T&L Activities
Provides examples of activities, method, technique, strategies
and resources. Not the only intended activities, method,
technique, strategies and resources to be used.
Teachers are encouraged to use varied T&L strategies that are both meaningful & suitable to the students’ abilities, experiences and interests.
ORGANISATION OF CONTENT
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Column 3: Learning OutcomesDefines clearly what students should be able to do.
Students should be able to…
Prescribes knowledge, concept, skills or mathematical processes.
Achievable, Observable and Measurable (assessable).
ORGANISATION OF CONTENT
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Column 3: Learning Outcomes Represent Identify Classify Recognise Determine Find Calculate
ORGANISATION OF CONTENT
Form Solve Plot Relate Sketch Use.. to find Simplify
Deduce Verify Estimate Compare Convert Change Express
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Column 3: Learning Outcomes
ORGANISATION OF CONTENT
Words such as:
understand, appreciate and comprehend
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Limitation to the scope, clarifications, further explanations, emphases, notations & formulae.
Column 4: Points to Note
ORGANISATION OF CONTENT
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Provides a list of vocabularies, standard terminologies,
instructional words or phrases relevant to the T&L process of
the topic.
Column 5: Vocabulary
ORGANISATION OF CONTENT
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Teaching Scheme
Component Scheme
Title Scheme
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Algebraic Component
Geometric Component
Statistic Component
Trigonometric Component
Calculus Component
AST or ASS
Component Scheme
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TOPICS – FORM 4
A1. Functions
A2. Quadratic Equations
A3. Quadratic Functions
A4. Simultaneous Equations
A5. Indices And Logarithm
G1. Coordinate Geometry
S1. Statistics
T1. Circular Measure
C1. Differentiation
AST1. Solution Of Triangles
ASS1. Index Number
PW1. Project Work
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Title Scheme for Form 5
A6. Progressions
A7. Linear Law
C2. Integration
G2. Vectors
T2. Trigonometric Functions
S2. Permutations and Combinations
S3. Probability
S4. Probability Distributions
AST2 Motion Along a Straight Line
ASS2. Linear Programming
PW2. Project Work
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Mathematics learning must be …
Fun
Meaningful
Challenging
Useful
Fun
Meaningful
Challenging
Useful
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Problem Solving
Communication in Mathematics
The Use of Technology
Reasoning
Making Connection
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Integral part of mathematics learning.The four steps (Polya’s method).
Understanding
Planning
Solving
Looking back
Integral part of mathematics learning.The four steps (Polya’s method).
Understanding
Planning
Solving
Looking back
Problem Solving
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Problem Solving Strategies
Drawing diagrams Using algebra Identifying patterns Trial and improvement method Trying a simpler case Making a table or systematic list Simulation, etc.
Drawing diagrams Using algebra Identifying patterns Trial and improvement method Trying a simpler case Making a table or systematic list Simulation, etc.
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Communication in Mathematics
Communication skills include: Reading Writing Listening Speaking
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The Use Of Technology
Scientific Calculators
Graphing Calculators
Geometer’s Sketchpad
Excel, PowerPoint, etc.
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• 418 Schools• Have trained teachers all over the
country
Graphing Calculators
The Use Of Technology
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KindnessSelf-relianceIntegrityRespectLoveJusticeFreedomCourage
Moral Values
Mental & Physical CleanlinessHonestyDiligenceCooperationModerationGratitudeRationalityPublic SpiritednessPatriotism
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Constructivism Contextual Exploratory Cooperative learning Multiple Intelligent Mastery Learning Self-Access Learning Leaning How to Learn Future Learning
Pedagogical Approaches
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Assessment
is a varied, on-going process is designed to evaluate both student progress and
teacher effectiveness. must address the range of knowledge and skills that
students are expected to learn. focus on students’ demonstration of learning.
must be comprehensive. must be valid and reliable. must take account of individual learners. provide opportunities for students to take
responsibility for their own learning and for monitoring their own progress.
is a varied, on-going process is designed to evaluate both student progress and
teacher effectiveness. must address the range of knowledge and skills that
students are expected to learn. focus on students’ demonstration of learning.
must be comprehensive. must be valid and reliable. must take account of individual learners. provide opportunities for students to take
responsibility for their own learning and for monitoring their own progress.
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Surat Pekeliling Lembaga Peperiksaan (SPM) bil. 16/2000 bertarikh
11 Nov 2000.
“Pelaporan kerja kursus yang dikendalikan oleh sekolah hendaklah dilaporkan oleh
sekolah”.
PROJECT WORK
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“Kerja kursus bagi semua mata pelajaran di peringkat SPM di nilai dan
dilaporkan secara objektif oleh sekolah dengan penuh tanggung jawab.”
PROJECT WORK
Surat Pekeliling Lembaga Peperiksaan (SPM) bil. 16/2000 bertarikh
11 Nov 2000.
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Documents prepared by CDC: Tasks Rubrics Samples of working Samples of certificate Guidelines for teachers and
students.
PROJECT WORK
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PROJECT WORK
Compulsory to every Form 4 & Form 5 student taking additional Mathematics.
Part of classroom instructions. To be carried out during the second
semester. Can be done in groups or individually, but
written report must be submitted individually.
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To be completed within a duration of 3 weeks time.
Students are given certificates only if they submit written report of the project work individually.
Teachers should encourage oral presentations.
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Through projects, students gain valuable skills:
Problem solving Reasoning Critical Thinking Communicating mathematics Learning styles and multiple intelligences Managing resources Collaborating with others Conducting a research Important skills for the workplace of today
Why Project Work?
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Emphasis should be given to the whole process of solving the problems, communicating it
effectively and developing critical thinking skills rather than getting
the “right” solution.
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Teachers sometimes give students too much independence—students have less than
adequate structure, guidelines, coaching, etc.
PITFALLS
Designing suitable tasks. What? How? Who?
Exam-oriented society.
Marking.
Non-traditional assessment may be unfamiliar to some teachers.
Too many projects.
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Resources may not be readily available
Students are used to giving short answers.
Writing reports in English.
Parents are not always supportive of projects.
Teachers without experience using technology as a cognitive tool may have
difficulty incorporating it into the projects.
Copying of projects from friends and books.
Aligning project goals with the curriculum can be difficult.
PITFALLS
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THANK YOU