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PENYERAHAN DAN PENILAIAN TUGASAN


ASSIGNMENT SUBMISSION AND ASSESSMENT
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HBMT3103 V2
TEACHING OF ELEMENTARY MATHEMATICS PART III
SEPTEMBER 2013
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ARAHAN KEPADA PELA1AR / INSTRUCTIONS TO STUDENTS
1. Tugasan ini mengandungi SATU (1) soalan sahaja yang disediakan dalam bahasa modul
bercetak kursus ini. / This assignment contains only ONE (1) question that is in the language
of the printed module for the course.
2. Jawab dalam Bahasa Melayu atau Bahasa Inggeris. / Answer in Malay or English.
3. Muat turunkan templat tugasan versi bahasa yang berkenaan daripada MyV! untuk
penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan
menggunakan sai" #on 12 Times New Roman dan langkau baris 1.$. % Download the
language version of the assignmn! !m"la! concerned from the MyV! for preparation
and su"mission of your assignment. #our assignment should "e typed using $% point Times
New Roman font and $.& line spacing.
&. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan.
'ilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. 1angan menyalin soalan
dan arahan tugasan dalam jawapan anda. / #our assignment should "e "etween #$%% !o &%%%
'or(s )*l+(ing references. The num"er of words should "e shown at the end of your
assignment. Do no! copy the assignment question and instructions to your answer.
$. (nda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. (nda
dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / #ou
must su"mit your assignment TO ,OUR -ACE.TO.-ACE TUTOR. #ou are advised to
'eep a copy of your su"mitted assignment for personal reference.
6. Tugasan anda hendaklah diserahkan antara 25hb - 27hb Oktober 2013 atau Tutorial 4.
)erahan selepas 27hb Oktober 2013 atau Tutorial 4 TIDAK akan diterima. % #our
assignment must "e su"mitted "etween #$h/ . #0h/ O*!o/r #%1& or T+!orial 1. (u"mission
a2!r #0!h O*!o/r #%1& or T+!orial 1 will NOT "e accepted.
*. Tugasan hendaklah disiapkan secara individu. (nda dilarang meniru tugasan orang lain.
(nda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / #our
assignment should "e prepared individually. #ou should not copy another person)s
assignment. #ou should also not plagiarise another person)s wor' as your own.
PENILAIAN / E3A4UATION
Tugasan ini akan menyumbangkan 40 markah kepada kursus tersebut dan akan dinilai
berdasarkan kepada Rubrik atau Skema 1awapan. % This assignment accounts for 1%5 of the
mar's for the course mentioned and shall "e assessed "ased on !h R+/ri*s or Ans'r S*hm.
(nda akan dimaklumkan tentang markah tugasan ini sebelum +eperiksaan (khir )emester
bermula / #ou would "e informed of the assignment mar' "efore the *inal (emester !+amination
commences.
PLAGIARISME : POTONGAN MARKAH / 64AGIARISM 7 MAR8S DEDUCTION
Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika
plagiarisme dikesan, markah akan dipotong seperti berikut- % 9arning 7 The submitted
assignment will automatically undergo a similarity chec'. ,f plagiarism is detected- mar's would
"e deducted as follows.
Tugasan dengan pertindihan kandungan antara 10 - 30 . - potongan 20 daripada
jumlah markah yang diperoleh.
Tugasan dengan pertindihan kandungan antara 31 - 50 . - potongan &0 daripada
jumlah markah yang diperoleh.
Tugasan dengan pertindihan kandungan lebih daripada 50- Markah sifar akan
diberikan.
Assignments with 1% . &% 5 o:rla" with others. #%5 deduction from the total mar's
scored.
Assignments with 31 - 50 5 o:rla" with others. 1%5 deduction from the total mar's
scored.
Assignments with mor !han $%5 o:rla" with others7 ;ro mar< would "e given.
SOA4AN TUGASAN =ASSIGNMENT >UESTION
The teaching/learning o# rational numbers 0e.g. 12ractions3 and 14ecimals35 at primary level
should be built on pupils3 previous knowledge o# whole/number concepts and skills plus their
e6periences with #ractional numbers in everyday li#e. 7t cannot be denied that many pupils #ace
di##iculties in the learning o# 12ractions3 and 14ecimals3 and o#ten develop misconceptions.
)tudy the 8ear 2our Malaysian 9urriculum )peci#ications #or +rimary Mathematics and identi#y
what 8ear 2our pupils need to learn about 12ractions3 and 14ecimals3. 9reate a concept map to
summarise major mathematical concepts and skills as well as relationships pertaining to these two
topics.
)tate and describe T:; common di##iculties each encountered in the learning o# 12ractions3 and
14ecimals3 by 8ear 2our pupils. ist and clari#y T:; possible misconceptions each arising
#rom the learning o# these two topics.
)uggest ways to help children overcome the di##iculties and misconceptions highlighted using
suitable teaching/learning activities and resources.
)earch #or relevant supporting literature #rom various sources. +resent your points in the #orm o#
a written report using a suitable #ormat.
0Note: )ubmit relevant supporting documents including literature review, <e#erences in (+(
2ormat, graphic organisers such as concept maps, etc. as (ppendices in your report.5
Total: 40 marks]
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MUKA SURAT TAMAT / END OF PAGE
Assignment Guidelines (Content and Scoring)
Criteria Weight
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
Introduction:
'rie# introduction
to
task-
)cenario o# the
teaching/learning
o# rational
numbers- 2ractions
and 4ecimals at
primary level-
4e#inition%
e6planation o# pre/
re>uisite
knowledge,
di##iculties and
misconceptions.
1 ?o introduction
given.
+oor introduction on
scenario o# task given-
Vague de#inition%
e6planation o#
di##iculties and
misconceptions
pertaining to the
teaching/learning o#
rational numbers e.g.
2ractions and
4ecimals.
)uper#icial introduction
on scenario o# task
given- )uper#icial
de#inition%e6planation o#
di##iculties and
misconceptions
pertaining to the
teaching/learning o#
rational numbers e.g.
2ractions and 4ecimals.
9lear introduction on
scenario o# task given-
9lear de#inition%
e6planation o# pre/
re>uisite knowledge,
di##iculties and
misconceptions
pertaining to the
teaching/learning o#
rational numbers e.g.
2ractions and
4ecimals.
Very clear
introduction on
scenario o# task given-
Very clear
de#inition%e6planation
o# pre/re>uisite
knowledge,
di##iculties and
misconceptions
pertaining to the
teaching/learning o#
rational numbers e.g.
2ractions and
4ecimals.
&
Content (i):
)ummary o# major
mathematical
concepts, skills and
relationships
pertaining to the
learning o#
2ractions and
4ecimals
identi#ied@
)uitability and
clarity o# concept
map created to
represent the scope
2 There is no
summary o#
major
mathematical
concepts, skills
and
relationships
pertaining to
the learning o#
2ractions and
4ecimals
identi#ied@
?o concept
map provided.
'rie# %poor summary o#
major mathematical
concepts, skills and
relationships pertaining
to the learning o#
2ractions and 4ecimals
identi#ied #or 8ear 2our
pupils@
Aapha"ard concept
map provided.
)uper#icial summary o#
major mathematical
concepts, skills and
relationships pertaining
to the learning o#
2ractions and 4ecimals
identi#ied #or 8ear 2our
pupils@
)ketchy concept map
provided.
9lear summary o#
major mathematical
concepts, skills and
relationships
pertaining to the
learning o# 2ractions
and 4ecimals
identi#ied #or 8ear
2our pupils@
)uitable and clear
concept map provided.
Very clear and
detailed summary o#
major mathematical
concepts, skills and
relationships
pertaining to the
learning o# 2ractions
and 4ecimals
identi#ied #or 8ear
2our pupils@
)uitable and very clear
concept map provided.
B
Criteria Weight
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
identi#ied
pertaining to the
two topics
mentioned.
Content (ii):
4escription%
elaboration o#
T:; common
di##iculties stated
pertaining to the
learning o# -
2ractions
4ecimals@
4escription%
clari#ication o#
T:; possible
misconceptions
arising #rom the
learning o#-
2ractions
4ecimals.
2 ?o di##iculties
stated or
misconceptions
listed.
+oor and unclear
description o# common
di##iculties stated and
misconceptions listed
pertaining to the
learning o# 2ractions
and 4ecimals.
'rie# but clear
description o# common
di##iculties stated and
misconceptions listed
pertaining to the learning
o# 2ractions and
4ecimals.
9lear elaboration and
clari#ication o#
common di##iculties
stated and
misconceptions listed
pertaining to the
learning o# 2ractions
and 4ecimals.
Very clear elaboration
and clari#ication o#
common di##iculties
stated and
misconceptions listed
pertaining to the
learning o# 2ractions
and 4ecimals.
B
Content (iii):
4iscussion-
)uggestions on
how to overcome
di##iculties and
misconceptions
pertaining to
2ractions and
4ecimals
highlighted@
)uitability o#
2 ?o suggestions
on ways to
overcome
di##iculties and
misconceptions
pertaining to
2ractions and
4ecimals
given@
?o suitable
activities and
)uggestions lacked
#ocus and were not
related to the
di##iculties and
misconceptions
highlighted@
4iscussion o# the
activities given did not
show how to overcome
di##iculties and
misconceptions
)uggestions on ways to
overcome di##iculties
and misconceptions
highlighted were
discussed brie#ly@
;nly some o# the
activities and resources
given were suitable.
4iscussion o# some o#
the activities given
brie#ly touched on how
)uggestions on ways
to overcome
di##iculties and
misconceptions
highlighted were
clearly discussed@
Most o# the activities
and resources given
were suitable.
9lear elaboration and
discussion o# the
)uggestions on ways
to overcome
di##iculties and
misconceptions
highlighted were very
clearly discussed@
(ll the activities and
resources given were
suitable.
Very clear elaboration
and discussion o#
B
Criteria Weight
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
teaching/learning
activities and
resources selected.
resources
given.
mentioned. to overcome di##iculties
and misconceptions
highlighted.
activities given
covered ways to
overcome di##iculties
and misconceptions
highlighted.
relevant activities
given covered
thoroughly ways to
overcome di##iculties
and misconceptions
highlighted.
Evaluation:
)ummary-
iterature
review
Craphic
organisers-
concept maps,
etc.
7llustrations-
4iagrams%
+hotographs%+i
ctures, etc.
1 ?o literature
review was
done.
?o summary
given.
?o illustrations
provided.
iterature review done
was literally copied
#rom the source%
improper re#erencing
provided.
+oor summary given.
?o graphic organiser %
concept map used.
?o illustrations
attached.
iterature review was
poorly done, disjointed
sentences and improper
re#erencing provided.
'rie# summary o# points
in written and graphic
#orm.
)ome e6amples o#
activities and resources
illustrated.
The literature review
was ade>uately done
using proper
re#erencing and clear
language.
Cood summary o#
points in written and
graphic #orm.
Most o# the e6amples
o# activities and
resources clearly
illustrated.
The literature review
was well done, smooth
#low o# language and
accurate re#erencing
was used.
Very good summary
o# points in written
and graphic #orm.
(ll e6amples o#
activities and
resources were clearly
illustrated.
&
Conclusion:
'rie# conclusion on
related issues
pertaining to the
teaching/learning
o# rational numbers
e.g. 2ractions and
4ecimals at
primary level.
1 ?o conclusion
provided.
?o clear conclusion
given@ abrupt end to
piece o# writing.
:eak conclusion, poor
wrapping/up.
9lear conclusion
written.
Very clear, coherent
and apt conclusion
written.
&
Criteria Weight
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks 0 1 2 3 4
Organisation:
02ormat% :riting
o# report5
1 ?o attempt at
organising
piece o# work
observed.
4isjointed piece o#
writing submitted.
Dnable to link
suggestions to the
points%e6amples
highlighted.
+oor representation o#
ideas in report submitted.
Aapha"ard%weak attempt
to link some suggestions
to the points%e6amples
highlighted.
9lear and systematic
representation o# ideas
noted in report.
(ble to link most
suggestions to the
points%e6amples
highlighted.
9reative and
interesting
representation o# ideas
noted in report.
(ble to link all the
suggestions to the
points%e6amples
highlighted.
&
TOTAL MARKS &E
Lampiran II: CONTOH PANDUAN PELA1AR 1
(nda dinasihatkan-
1. Merujuk kepada modul dan sumber/sumber bercetak lain atau sumber dalam internet
yang boleh dipercayai 0contohnya sumber yang disediakan oleh orang atau organisasi
yang mempunyai reputasi yang baik5 diperlukan untuk memahami konsep sebelum
pelajar dapat memberi contoh yang tepat dan sesuai.
2. 'uat pencarian di internet berkaitan /Difficulties and misconceptions in the teaching0
learning of *ractions and Decimals) untuk mendapatkan pelbagai maklumat berkaitan
tugasan.
3. Melakukan lawatan ke pusat sumber%sekolah bagi mendapatkan maklumat berkaitan
tugasan.
&. Membincangkan dengan guru matematik sekolah anda atau sekolah lain bagi
mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan
pengalaman pembelajaran.
$. Menggunakan gambar #oto%lakaran untuk membantu anda menjelaskan hujah jawapan
tugasan.
Lampiran III: CONTOH PANDUAN TUTOR
1. Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan
penulisan.
2. Mencadangkan 2ormat yang sesuai bagi setiap sub tajuk.
3. Mencadangkan buku/buku rujukan untuk panduan pelajar. Sila cadangkan buku-buku
rujukan mengikut bidang.
&. 9adangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan. 9etak
serta lampirkan artikel bersama tugasan.
$. Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman
web dengan betul. Cuna gaya (+(.
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References /Suggested Websites:
1. Cathcart, W.G., Pothier, Y.M., Vance,1.H. and Bezuk, N.S. (2000).
Learning mathematics in elementary and middle schools. 3rd. ed.
2. Hansen, A. (2005). Children`s errors in mathematics. Understanding
common misconceptions in primary schools. Exeter: Learning Matters Ltd.
3. Kennedy, L.M., Tipps, S., and 1ohnson, A. (2004). Guiding children`s
learning of mathematics. 10th ed. USA: Wadsworth.
4. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary
teachers. USA: Routledge.
5. Ministry of Education (2003). Curriculum Specifications. Mathematics Year 4.
Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia.
6. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: 1ohn Wiley
& Sons, Inc.
7. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics. Raising
the standards. USA: Wadsworth.
8. http://numeracyaction.wikispaces.com/Misconceptions
9. http://www.ehow.com/info_8258752_ideas-teaching-decimals-fractions. html
10. http://mathlanding.org/content/teaching-fractions
11. http://www.ehow.com/info_8050862_strategies-kids-math-misconceptions. html
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