Course Pro Forma

Program Ijazah Sarjana Muda Perguruan Dengan Kepujian

(Matematik Pendidikan Rendah)

Course Title Mathematics Education Curriculum

(Kurikulum Pendidikan Matematik)
Course Code MTE 3102
Credit 3(3+0)
Contact 45 hours
Hours
Language Of English
Delivery
Prerequisite To Nil
Entry
Semester One/ Two
Learning 1. Explain the roles of mathematics, mathematicians and mathematics
Outcomes teacher
2. Describe the development of mathematics education and curriculum
in Malaysia
3. Interpret the national mathematics curriculum
4. Participate in the professional development of mathematics teachers
5. Integrate and develop interest and values in mathematics education

Synopsis This course allows students to acknowledge the history and roles of
mathematicians. They are exposed to the meanings and roles of
mathematics and values in mathematics on top of being familiar with the
roles as a mathematics teacher. It also requires students to explore the
development of the Malaysian Mathematics Curriculum and to study the
Malaysian Mathematics Curriculum: KBSR and KBSM.
Kursus ini memberikan pendedahan kepada pelajar untuk menghayati
sejarah dan peranan ahli matematik. Pelajar juga didedahkan kepada
makna, peranan dan nilai dalam matematik serta peranan guru
matematik. Pelajar akan meneliti perkembangan Kurikulum Matematik
di Malaysia dan juga mengkaji Kurikulum Matematik KBSR dan KBSM.

1
Topic Content Hours
1 Mathematics Education 9
 Meanings and roles of mathematics
 History and roles of mathematicians
 Nature of mathematics
 Values in mathematics
2 Development of Mathematics Curriculum 9
 Development of Mathematics Curriculum in
Malaysia
 The influence of other countries’ Mathematics
Curriculum on Malaysian Mathematics
Curriculum
 Policies and programs for developing children’s
 Mathematics
3 Study of Malaysian Mathematics Curriculum 18
 Five pillars in teaching and learning
mathematics
o Problem solving in mathematics
o Communication in mathematics
o Mathematical reasoning
o Mathematical connections
o Application of technology
 KBSR
o Philosophy of KBSR Mathematics
Education
o Primary mathematics curriculum
o Content organization of mathematical
concepts in primary school education and
relationship to pre-school education
o Curriculum specifications for Year 1 to Year
6
 KBSM
o Philosophy of KBSR Mathematics
Education
o Secondary Mathematics Curriculum
o Study of connection of topics from primary
to secondary mathematics
4 Professional development of Mathematics 6
Teachers
 Academic discourse
o Seminar, workshops, conferences,
books and journals
 Academic bodies
o Mathematics Teachers Association:
NCTM, NUTP,PESAMA
 Roles of mathematics teacher
 Life-long education
5 Issues and trends 3
 Teaching Mathematics and Science in English

2
 Language
 Mathematics in smart schools
 ICT in mathematics education
Total 45

Assessment Coursework 50%

Examination 50%
Main References Dosey, John et. al. (2002). Mathematical methods and modelling for
today’s mathematics classroom. UK: Brooks/ Cole.

Pritchard, Alan (2005) .Ways of learning. (pp. 1-107).USA: David Fulton

Publishers.

Smith, K.J. (2001). The nature of mathematics. 9th ed. CA:Thompson

Learning.
Additional Cathcart , W. G. et. al.(2006). Learning mathematics in elementary and
References middle schools. (pp. 1-107). USA: Pearson Prentice Hall.

Day, C. (1999). The challenge of lifelong learning. UK: Taylor & Francis
Inc.

Gates, P. (2001). Issues in mathematics teaching. UK: Taylor &

Francis Group.

Kementerian Pendidikan Malaysia. Kurikulum Bersepadu

Sekolah Rendah. Sukatan Pelajaran Matematik (2001). PPK.KPM.

Kementerian Pendidikan Malaysia. Kurikulum Bersepadu Sekolah

Menengah. Sukatan Pelajaran Matematik (2000). PPK.KPM.

Kementerian Pendidikan Malaysia. Kurikulum Bersepadu Sekolah

Rendah. Sukatan Pelajaran Matematik Tahun 6 (2001). PPK.KPM.

Ministry of Education Malaysia. Integrated Curriculum for Secondary

School. Curriculum Specifications Mathematics Form 1 - 4 (2005)
2006).CDC. MOE.

Ministry of Education Malaysia. Integrated Curriculum for Secondary

School. Curriculum Specifications Mathematics Form 5 (2006).

Ministry of Education Malaysia. Integrated Curriculum for Primary

School. Curriculum Specifications Mathematics Year 1-5 (2002-
2006).CDC. MOE.

National Council of Teachers of Mathematics (1991).

Professional standards for teaching mathematics. NCTM. Reston,
Virginia.

Orlich, Donald C. et. al. (2001). Teaching strategy: A guide for effective
instructions. (pp. 75-229). USA: Houghton Mifflin.

3
 Course Pro Forma
Program Ijazah Sarjana Muda Perguruan Dengan Kepujian
(Matematik Pendidikan Rendah)

Course Title Planning and Teaching Mathematics

(Perancangan dan Pengajaran Matematik)
Course Code MTE 3107
Credit 3 (3+0)
Contact 45 hours
Hours
Language Of English
Delivery
Prerequisite to Nil
entry
Semester One/ Two
Learning 1. Produce a well- organized Mathematics lesson plan with correct
outcomes format
2. Select the appropriate method and technique in carrying out
teaching and learning mathematics
3. Apply the relevant mathematical learning theories and ideas
throughout the lesson

Synopsis This course will provide an opportunity for students to begin planning
an effective Mathematics lesson. Students are taught and guided to
incorporate appropriate methods and techniques in their planning,
using relevant Mathematical ideas. In addition, applications of
Mathematics learning theories are highlighted in the teaching and
learning of Mathematics.
Kursus ini memberi peluang kepada pelajar untuk merancang suatu
pelajaran Matematik yang efektif. Pelajar diajar dan dibimbing untuk
menggunakan kaedah dan teknik yang sesuai dalam perancangan
dengan menggunakan idea Matematik yang relevan. Selain itu,
aplikasi teori pembelajaran Matematik diberikan perhatian dalam
pengajaran dan pembelajaran Matematik.

4
Topic Content Hours
1 Planning Mathematics Lessons 9
 Revisit Primary Mathematics Curriculum
 Preparing Scheme of Work
o yearly/term, weekly and daily lesson plan
o format : its components
o guidelines
 Classroom management and communication
 Micro and macro teaching
2 Mathematics Teaching Methods and Techniques 12
 Induction and deduction
 Discovery and investigation
 Questioning and discussion
 Practical work
 Expository
 Laboratory
 Demonstration
 Cooperative and collaborative learning
 Student centered, teacher centered, media
centered approach
3 Learning mathematics 9
 Behaviourism
 Cognitive and constructivist
 Humanistic approach
4 Mathematical knowledge of teaching 6
 Factual information
 Concept
 Algorithm
 Doing mathematics

5 Enhancing learning mathematics 9

 Learning styles and individual differences
 Social context of teaching and learning
mathematics
 Creative arts in mathematics
o stories, poems, music and dramas
 Recreation mathematics
 Project based learning

Total 45

5
Assessment Coursework 50%
Examination 50%
Main Hollands, Roy (1987). The development of mathematical skills. UK:
References Blackwell.
Mooney, Claire et.al. (2002). Primary mathematics :Theory and
practice. UK: Learning Matters.
Post, Thomas R. (1992). Teaching mathematics in grades K-8:
Research-based methods. UK: Allyn and Bacon.

Additional Cohen, Alan Louis (1987). Early education : The school years. A
References source book for teachers. USA: P.C.P Education series.
Hopkins, Christine.(1999). Mathematics in the primary school. USA:
David Fullton.
Rays, Robert E. et. all (2001). Helping children learn mathematics.
NY: John Wiley and Sons Inc.
Wall, W. D (1975). Constructive education for children. London: The
Unesco Press.
Freiberg & Driscoll (2005). Universal teaching strategies. 4th ed.USA:
Pearson.
Bobis, J. (2004). Mathematics for Children: Challenging Children To
Think Mathematically(2nd Ed). Australia: Pearson.
Kennedy, L. M. at. al(2004) .Guiding Children’s learning of
Mathematics(10th ed). USA: Thomson.
Bottle, G. (2005).Teaching Mathematics in The Primary School.
London: Continuum.
Lang, H. R. & Evans, D. N. (2006) Models, Strategies and Methods for
Effective Teaching. USA: Pearson.
Sgroi, L. S. (2001).Teaching Elementary and Middle School
mathematics - Raising the Standards. USA: Wadsworth/Thomson
Learning

6
 Course Pro Forma
Program Ijazah Sarjana Muda Perguruan Dengan Kepujian
(Matematik Pendidikan Rendah)

Course Title Teaching Of Numbers, Fractions, Decimals and Percentages

(Mengajar Nombor, Pecahan, Perpuluhan dan Peratus)
Course Code MTE 3109
Credit 3(2+1)
Contact 60 hours
Hours
Language Of English
Delivery
Prerequisite to Nil
entry
Semester One/ Two
Learning 1. Relate the mathematical learning theories into the children’s
outcomes framework of learning numbers
2. Study the development of children’s understanding in mathematics
3. Reinforce children’s mathematical concepts in numbers, fractions,
decimals and percentages through various activities
4. Plan effective teaching lessons incorporating appropriate
resources, approaches and strategies

Synopsis This course exposes to the students that children learn mathematics
by constructing their own ideas at different levels and stages.
Discussions cover topics related to teaching of numbers, fractions,
decimals and percentages, also construction of teaching aids, micro
and macro teaching sessions.

Kursus ini memberi pendedahan kepada pelajar bahawa kanak-kanak

belajar matematik dengan membina idea sendiri pada aras dan
peringkat yang berbeza. Perbincangan meliputi perkara berkaitan
dengan mengajar nombor, pecahan, perpuluhan dan peratus serta
membina alat bantu mengajar, sesi pengajaran mikro dan makro.

7
Topic Content Hours
Theory
Numbers
1  Whole numbers 15
o Early number development
o Numbers sense
o Counting
o The role of algorithms
o Place value representation of numbers
 Number operations and basic facts
o Addition and subtraction
o Multiplication and division
 Operation sense and computations
o Calculators and abacus
o Mental computations
o Computational estimation
 Key issues in teaching whole numbers
2 Fractions, decimals and percentages 15
 Fractions
o Meaning of fractions and equivalent
o Mixed number and improper fraction
o Fractions operations
 Decimals
o Common fractions and decimals :relationship
and conversion
o Place value, ordering and rounding
o Decimal operations
 Percentages
o Percentage
 Key issues in teaching fractions, decimals and
percentages
Sub Total 30

Practical

15
Construction of teaching aids
1  Numbers
 Fractions, decimals and percentages

15
2 Micro/macro teaching
 Preparing an effective lesson plan
 Carry out micro/macro teaching
Sub Total 30
Total 60

8
Assessment Coursework 60%
Examination 40 %
Howett , Jerry (2000). Numbers Power: A real world approach to maths.
Main USA: Contemporary Books.
References
Kennedy, Leonard M. and Tipps, Steve (2000). Guiding children’s
learning mathematics. USA: Wadsworth Thomson Learning.
Tucher, Benny F. et.al. (2002). Teaching mathematics to all
children:designing and adapting instruction to meet the needs of diverse
learners. USA: Prentice Hall.

Additional Afonso, Fiona et.al. (2002). Maths for WA : Homework and books. UK:
References Longman.
Bobis, J, Mulligan. J. Lowrie, T., & Taplin, M. (2004). Mathematics for
children: Challenging children to think mathematically. 2nd ed. Sydney:
Prentice Hall.
Booker, G,, Bond, D., L., & Swan, P. (2004). Teaching primary
mathematics. 3rd ed. Sydney: Pearson Education Australia.

9
 Course Pro Forma
Program Ijazah Sarjana Muda Perguruan Dengan Kepujian
(Matematik Pendidikan Rendah)

Course Title Teaching of Geometry, Measurement and Data Handling

(Mengajar Geometri, Pengukuran dan Pengendalian Data)
Course Code MTE 3111
Credit 3(2+1)
Contact 60 hours
Hours
Language Of English
Delivery
Prerequisite To Nil
Entry
Semester One/ Two
Learning 1. Demonstrate an understanding of current primary practice related
Outcomes to teaching of geometry, measurement and data handling
2. Plan for progression in the teaching of geometry, measurement
graphs and data handling effectively
3. Reflect on classroom practice in these areas
4. Apply the knowledge gained in real life situations where
appropriate

Synopsis In this course, students will learn the key concepts in geometry,
measurement and data handling. They will be introduced to a range of
related teaching and learning strategies, effective planning and
teaching, the use of technology, micro and macro teaching sessions.

Dalam kursus ini, pelajar akan belajar konsep utama geometri,

pengukuran dan pengendalian data. Pelajar akan diperkenalkan
dengan strategi pengajaran dan pembelajaran, perancangan
pengajaran efektif, penggunaan teknologi, sesi pengajaran mikro dan
makro.

10
Topic Content Hours
1 Geometry 10
 2D Shapes
o Vocabulary, properties and
characteristics:Triangle, quadrilateral,
polygon, circle
o Classification of 2D shapes
o Key issues in teaching 2D shapes
 3D Shapes
o Vocabulary, properties and
characteristics: cube, cuboid, cones,
pyramid, cylinder, sphere
o Classification of 3D shapes
o Nets of 3D shapes
o Key issues in teaching 3D shapes
 Applications of geometry in real life
o 2D: shape and space (plane geometry)
o 3D: volume (three dimensional)
o Use of technology in geometry
2 Measurement 14
 Length
o Standard and non-standard units
o Conversion of units
o Area and Perimeter
 Liquid capacity and volume
o Standard and non-standard units
o Conversion of units
o Volume of fluids
 Mass and weight
o Standard and non-standard units
o Conversion of units
 Time
o Hour system
 Key issues in teaching measurement
 Applications of measurement in real life
3 Data handling 6
 Data manipulation
o Collecting data
o Displaying data
o Interpreting data
 Average
o Deriving formula
o Use formula to calculate
 Key issues in teaching graphs and average
Sub Total 30

Practical

11
 1 2-D and 3-D shapes 10
 Construct geometrical shapes
 Analyse the properties of the geometrical
shapes
 Classify the geometrical shapes
2 Data handling 10
 Collect data on the following
o Length
o Liquid capacity and volume
o Mass and weight
o Time
 Display and interpret data in graphical form
using appropriate technology
 Oral presentation
3 Micro/macro teaching 10
 Prepare effective lesson plan
 Carry out micro/macro teaching
Sub Total 30
Total 60

Assessment Coursework 60%

Examination 40 %
Main Askew, M. (1998). Teaching primary Mathematics. London: Hodder
References Arnold.
Cathcart, W.G., Pothier,Y.M., Vance, J.H. & Bezuk, N.S. (2006).
Learning mathematics in elementary and middle school: A learner
centered approach. 4th ed. New Jersey: Pearson Education.
Haylock, D. (2006). Mathematics explained for primary teachers.
London: Sage Inc.

Additional Bennett, D. (1999). Exploring geometry with The Geometer’s

References Sketchpad. Emeryville,CA: Key Curriculum Press.
Killen, R. (2005). Effective teaching strategies: Lessons from research
and practice. 5th ed. Wentworth Falls: Social Science Press.
Rowntree, D. (2004). Statistics without tears: A primer for non
mathematicians. Boston, MA: Pearson Education.

12
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