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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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PM6522PM6522Integrating Constructivism Integrating Constructivism and Meaningful Learning in and Meaningful Learning in
Student-Centred Primary Student-Centred Primary Mathematics ClassroomsMathematics Classrooms
CourseCourseRationaleRationale
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.
CourseCourseContentContent
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
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
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
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
Course ContentCourse Content
THEORY INTO PRACTICE• Planning• Designing• Developing• Implementing• Assessment
How the content How the content area fits together?area fits together?
- An Overview- An Overview
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
Course Course ObjectivesObjectives
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;
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.
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 …
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)
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
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)
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.”
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
ProjectProjectWorkWork
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
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
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
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
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
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)
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…