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PM6522 PM6522 Integrating Integrating Constructivism and Constructivism and Meaningful Learning in Meaningful Learning in Student-Centred Primary Student-Centred Primary Mathematics Classrooms Mathematics Classrooms

PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

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Rationale Traditional approaches made students learn mathematics passivelyTraditional approaches made students learn mathematics passively - They find mathematics uninteresting and they have a shallow understanding of it. Constructivist teaching is more meaningful and interesting and is done by actively constructing new knowledge.Constructivist teaching is more meaningful and interesting and is done by actively constructing new knowledge.

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Page 1: PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

PM6522PM6522Integrating Constructivism Integrating Constructivism and Meaningful Learning in and Meaningful Learning in

Student-Centred Primary Student-Centred Primary Mathematics ClassroomsMathematics Classrooms

Page 2: PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

CourseCourseRationaleRationale

Page 3: PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

RationaleRationale

• Traditional approachesTraditional approaches made students made students learn mathematics passivelylearn mathematics passively- They find mathematics uninteresting and they - They find mathematics uninteresting and they

have a shallow understanding of it.have a shallow understanding of it.• Constructivist teachingConstructivist teaching is more is more

meaningfulmeaningful and interesting and is done by and interesting and is done by actively constructing new knowledge.actively constructing new knowledge.

Page 4: PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

CourseCourseContentContent

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1.1. TRENDS & ISSUESTRENDS & ISSUES2.2. EXEMPLARS EXEMPLARS of CONSTRUCTIVIST CONSTRUCTIVIST

APPROACHESAPPROACHES3.3. CONSTRUCTIVIST-BASED CONSTRUCTIVIST-BASED

ASSESSMENTASSESSMENT4.4. THEORY INTO PRACTICETHEORY INTO PRACTICE

Course ContentCourse Content

Page 6: PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

Course ContentCourse Content

TRENDS & ISSUESTRENDS & ISSUES1.1. Constructivism in education: theory, Constructivism in education: theory,

practice and researchpractice and research2.2. Meaningful learning: teacher-centred and Meaningful learning: teacher-centred and

student-centred approachesstudent-centred approaches3.3. Learning theories & their use in Learning theories & their use in

mathematics eduactionmathematics eduaction4.4. How children learn mathematics:How children learn mathematics:

• Conceptions and misconceptionsConceptions and misconceptions• Learning difficulties in mathematicsLearning difficulties in mathematics

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Course ContentCourse Content

a) Instructional strategies• Problem-Based Learning Workshop• Mathematical Investigation & Exploration • Mathematical Communication & Values

b) ICT-based approaches• Software Programme – GSP • Hand-Held Technology – Simple Calculator• Web Quest

EXEMPLARS OF CONSTRUCTIVIST APPROACHESEXEMPLARS OF CONSTRUCTIVIST APPROACHES

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Course ContentCourse Content

CONSTRUCTIVIST-BASEDCONSTRUCTIVIST-BASED ASSESSMENT Holistic Assessment• Strategies to gather learner’s prior

knowledge, conceptions & motivation• Assessment tools• Analysis and interpretation of data

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Course ContentCourse Content

THEORY INTO PRACTICE• Planning• Designing• Developing• Implementing• Assessment

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How the content How the content area fits together?area fits together?

- An Overview- An Overview

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Trends &Issues

Theory into Practice

Meaningfullearning

Constructivism

LearningTheories

Planning, Design &

Development

Implementation

ICT-Based

Other Strategies

Software

Handheld

Web Quest

Communication& Values

- Cooperative L- ManipulativesMeaningful

Learning

Conception, Misconception,

Difficulties

Exemplars ofApproaches

HOLISTIC ASSESSMENT

Problem-Based Learning

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Course Course ObjectivesObjectives

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ObjectivesObjectives

At the end of the course, participants should be able to:At the end of the course, participants should be able to:–understand the theory and practice of understand the theory and practice of

constructivism;constructivism;–gain knowledge on meaningful learning and gain knowledge on meaningful learning and

student-centred learning;student-centred learning;–gain skills in applying meaningful constructivist gain skills in applying meaningful constructivist

approaches in primary mathematics classes;approaches in primary mathematics classes;–assess student’s prior knowledge, conceptions, assess student’s prior knowledge, conceptions,

motivation and mathematical learning;motivation and mathematical learning;

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ObjectivesObjectivesAt the end of the course, participants should be able to:At the end of the course, participants should be able to:

–apply lesson study principles in apply lesson study principles in improving meaningful lessons in primary improving meaningful lessons in primary mathematics; mathematics;

–design instructional activities that design instructional activities that promote meaningful learning; and promote meaningful learning; and

–develop and try out lessons/activities develop and try out lessons/activities based on constructivist approaches in based on constructivist approaches in primary mathematics.primary mathematics.

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PM6522PM6522Integrating Constructivism Integrating Constructivism and Meaningful Learning in and Meaningful Learning in

Student-Centred Primary Student-Centred Primary Mathematics ClassroomsMathematics Classrooms

… open to meaningful questions …

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Meaningful LearningMeaningful Learning• Learning is the acquisition of knowledge and

skills• Learning becomes meaningful when these

knowledge and skills are transferred and used in new situations– For problem solving– For understanding new concepts

(Richard Mayer, 2002)

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Others 1. All must have and use an email.

My email : [email protected] My hp # : 016-4542693

2. Class monitor :- mark attendance- keep extra 2 copies of notes in files- collect Weekly Evaluation Form, etc, etc, etc…- be the papa/mama of all participants

3. Home Room4. Night Access to Computers

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Others 5. Values

(1) Attendance (2) Interest(3) Creativity(4) Initiative(5) Sense Of Responsibility(6) Cooperation(7) Diligence(8) Leadership

6. Welcoming dinner –tonight 7.45 pm at RECSAM Cafetaria

7. Farewell dinner / Cultural Night – to be fixed (final week)

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Others 8. Trips

i) Around Penang Week 1 (Sat)ii) To Kuala Lumpur Week 2 (Sat & Sun)iii) Hike up Penang Hill Week 4 (Thu)

9. Book Allowance : RM100 - (keep your receipts)- RM20 - Journal- RM30 - Pen Drive

10. HP – silent / vibrator mode please 11. Some advice :

Back up all your files – ALWAYS do this. Get a flash drive.

"When there is regret, it’s usually too late.”"When there is regret, it’s usually too late.”

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Some Very Important Dates1. Multiplier Effect ( [email protected] )

- 11 April (Friday) – Draft 1- 16 April (Wed) – Draft 2- 18 April (Friday) – Final

2. Implementation i) 18 April (Friday) – Peer Try Out

ii) 21 April (Monday) – Student Try Out3. Project Work - 11 April (Friday) – Draft 1

- 18 April (Friday) – Draft 2- 23 April (Wed) – Final

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ProjectProjectWorkWork

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1.1. Choose one of the following approaches:Choose one of the following approaches:• Problem Based LearningProblem Based Learning• MathematicalMathematical Investigation & ExplorationInvestigation & Exploration• Problem SolvingProblem Solving• Cooperative LearningCooperative Learning• ManipulativesManipulatives• Software Programme Software Programme - GSP- GSP• Hand-Held Technology – Simple CalculatorHand-Held Technology – Simple Calculator• World Wide Web World Wide Web • Web QuestWeb Quest

2.2. A collection of instructional materials made A collection of instructional materials made meaningfulmeaningful

3.3. Adopt or adapt course activities or anewAdopt or adapt course activities or anew4.4. Groups of 3-4 course participantsGroups of 3-4 course participants

Project WorkProject Work / Peer Try out / / Peer Try out / Student Try OutStudent Try Out

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1.1. Each participant to choose one of the Each participant to choose one of the activities to PEER try outactivities to PEER try out

2.2. Based on Lesson Study principlesBased on Lesson Study principles3.3. Peer EvaluationPeer Evaluation4.4. Design instructional materialsDesign instructional materials5.5. Design Peer Evaluation FormsDesign Peer Evaluation Forms

Project Work / Project Work / Peer Try outPeer Try out / / Student Try OutStudent Try Out

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1.1. Refine the activities to be tried out Refine the activities to be tried out with studentswith students

2.2. Based on Lesson Study principlesBased on Lesson Study principles3.3. Redesign instructional materialsRedesign instructional materials4.4. Design Assessment FormsDesign Assessment Forms

Project Work / Peer Try out / Project Work / Peer Try out / Student Try OutStudent Try Out

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Group 1• Americo• Chor Lan• Norlia

Group 2• Chantavixay• Darunee• Ramilo• Sopheap

Group 3• Aileen • Khaw Myint• Nasril • Nguyen

Project Work / Peer Try out / Student Try OutProject Work / Peer Try out / Student Try OutGrouping Grouping

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1.1. List a few t & l problems you face in your own List a few t & l problems you face in your own classroom classroom

2. Share in turn the 2. Share in turn the problemsproblems with your group with your group membersmembers

3. Identify the probable 3. Identify the probable causescauses of the problems of the problems4. Discuss4. Discuss

- strategies that you have used to overcome strategies that you have used to overcome the problemsthe problems

- new strategies that can be used to reduce / new strategies that can be used to reduce / overcome the problemsovercome the problems

5. What literature says…?5. What literature says…?

Today’s PlanningToday’s Planning

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1.1. Identify TopicIdentify Topic2.2. Identify Level …Identify Level …

• By end of Week 2By end of Week 2

Topic & Level (Year)Topic & Level (Year)

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Guiding Questions:What is the problem?Select a topic related to the problem.How does this problem arise? Misconception?

Learning difficulty?Is there a strategy or approach which may

lessen or overcome the problem?What activities would best be used to match

students’ MI?How do you intend to assess the learning?Where is the Maths?Where is the learning?Is there meaningful learning?

Discuss about this in class…