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ASSIGNMENT SUBMISSION AND ASSESSMENT _______________________________________________________________________ _ HBMT2103 V2 TEACHING OF ELEMENTARY MATHEMATICS PART 1 MAY 2013 _______________________________________________________________________ _ INSTRUCTIONS TO STUDENTS

1. This assignment contains only ONE (1) question that is set in the language of the printed module for the course. 2. Answer in English. 3. Download the language version of the assignment template concerned from the MyVLE for preparation and submission of your assignment. Your assignment should be typed using 12 point Times New Roman font and 1.5 line spacing. 4. Your assignment should be between 2500 to 3000 words excluding references. The number of words should be shown at the end of your assignment. Do not copy the assignment question and instructions to your answer. 5. You must submit your assignment ON-LINE via the MyVLE. Refer to the portal for instructions on the procedures to submit your assignment on-line. You are advised to keep a copy of your submitted assignment for personal reference.

6. You can submit your assignment ONCE only in a SINGLE file.


7. Your assignment must be submitted 9 July 2013 17 July 2013. Submission after 17 July

2013 will NOT be accepted. 8. Your assignment should be prepared individually. You should not copy another persons assignment. You should also not plagiarise another persons work as your own.

EVALUATION This assignment accounts for 40% of the marks for the course mentioned and shall be assessed based on the Rubrics or Answer Scheme. You would be informed of the assignment mark before the Final Semester Examination commences. PLAGIARISM : MARKS DEDUCTION Warning : The submitted assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows: Assignments with 10 - 30 % overlap with others: 20% deduction from the total marks scored. Assignments with 31 - 50 % overlap with others: 40% deduction from the total marks scored. Assignments with more than 50% overlap with others: Zero mark would be given.

ASSIGNMENT QUESTION Effective learning of mathematical concepts and skills is facilitated by providing meaningful hands-on experiences through the use of appropriate manipulative materials. Research has indicated that long term use of concrete instructional materials (e.g. pattern blocks, counters, base ten materials, calculators, measuring devices, etc.) in lessons is positively related to increases in mathematics achievement and improved attitudes toward mathematics. (Sowell 1989; Suydam and Higgins 1977)

Discuss the role and impact of using manipulatives in the teaching and learning of any TWO topics (e.g. Numbers, Operations, Measures, Shapes) from Level One (Year 1 to Year 3) Primary Mathematics Curriculum for Malaysian schools. Compile a report on the range of manipulatives, activities that can be used, ways to help children construct meanings and make connections between mathematical concepts as well as the role and impact of using various kinds of manipulatives in mathematics lessons.

Carry out the following tasks to complete your assignment: Select two topics and focus on the mathematical concepts or skills to be discussed. Search for relevant supporting literature from various sources regarding the range of manipulatives available, activities that can be organised, role and impact of using manipulatives in lessons, etc. for the topics chosen. Identify and describe in detail, two examples of manipulatives that have impacted positively on the teaching and learning of each topic in relation to the mathematical concepts or skills selected;

Elaborate on suitable activities (one example for each manipulative chosen) and the impact of using the respective manipulatives pertaining to the concepts to be acquired;

Suggest ways to promote successful learning when planning mathematics lessons that include the use of concrete manipulatives;

Summarise your points in the form of a written report using a suitable format. Submit relevant supporting documents, references in APA format, graphic organisers, drawings, photographs, etc. as Appendices in your report.

[Total: 40 marks] ____________________________________________________________________________


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Assignment Guidelines (Content and Scoring)


Missing Item Weak Partially Meets Standards Meets Standards Exceeds Standards

Criteria
Introduction: Introduction on scenario of task: Definition or explanation of manipulatives/ Significance of using manipulatives in the teaching-learning of elementary mathematics. Content (i): Description of examples of manipulatives identified and relevance of examples used based on two topics chosen with respect to the two manipulatives selected.

Weight 1

0
No introduction given.

1
Incomplete/Inappropriate introduction on scenario of task given: Vague definition/ explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics. Incomplete description of two examples of manipulatives identified for each topic chosen with reference to the two topics or mathematical concepts/skills selected.

2
Superficial introduction on scenario of task given: Superficial definition/explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics. Superficial description of two manipulatives identified for each topic chosen in relation to the two topics or mathematical concepts/skills selected.

3
Clear introduction on scenario of task given: Clear definition/ explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics. Clear description of two relevant examples of manipulatives identified for each topic chosen in relation to the two topics or mathematical concepts/skills selected.

4
Excellent introduction on scenario of task given: Very clear definition/explanation of manipulatives for the teaching-learning of elementary mathematics/ Significance of using manipulatives in the teaching-learning of elementary mathematics. Excellent and detailed description of two relevant examples of manipulatives identified for each topic chosen in relation to the two topics or mathematical concepts/skills selected.

Max Marks
4

There is no description of examples identified and no mention of topics or mathematical concepts selected.

Criteria
Content (ii): Elaboration on suitable activities involving the use of the chosen manipulatives and the impact of using the respective manipulatives pertaining to the topics selected.

Weight 2

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No activities given.

1
All of the activities given were not suitable. Elaboration and discussion of the activities given did not reflect the impact of using the respective manipulatives pertaining to the topics/mathematical concepts or skills selected.

2
Only some of the activities given were suitable. Elaboration and discussion of some of the activities given reflected partially the impact of using the respective manipulatives pertaining to the topics/mathematical concept or skills selected. Suggestions on ways to promote successful learning using manipulatives in lessons briefly discussed with respect to the concrete manipulatives described and topics/mathematical concepts or skills chosen. Literature review was poorly done, disjointed sentences and improper referencing provided.

3
Most of the activities given were suitable. Clear elaboration and discussion of the activities given reflected clearly the impact of using the respective manipulatives pertaining to the topics/mathematical concept or skills selected. Suggestions on ways to promote successful learning using manipulatives clearly discussed with respect to the concrete manipulatives described and topics/mathematical concepts or skills chosen.

4
All the activities given were suitable. Excellent elaboration and discussion of relevant activities given reflected very clearly the impact of using the respective manipulatives pertaining to the topics/mathematical concept or skills selected. Suggestions on ways to promote successful learning using manipulatives very clearly discussed with respect to the concrete manipulatives described and topics/ mathematical concepts or skills chosen.

Max Marks
8

Content (iii): Discussion: Suggestions on how to promote successful learning when planning lessons that include the use of concrete manipulatives with respect to topics chosen.

No suggestions on ways to promote the use of concrete manipulatives in mathematics lessons highlighted/ discussed. No literature review was done.

Suggestions discussed were not focussed and not related to the concrete manipulatives described and topics / mathematical concepts or skills chosen.

Evaluation: Summary: Literature review

Literature review done was literally copied from the source/ improper referencing provided.

The literature review was adequately done using proper referencing and clear language.

The literature review was well done, smooth flow of language and accurate referencing was used.

Criteria
Graphic organisers Diagrams/ Photographs/Pict ures, etc.

Weight

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No summary given. No illustrations provided.

1
Incomplete summary given. No graphic organiser used. No illustrations attached.

2
Brief summary of points in written and graphic form. Some examples of manipulatives illustrated. Weak conclusion, poor wrapping-up.

3
Good summary of points in written and graphic form. Most of the examples of manipulatives clearly illustrated. Clear conclusion written.

4
Very good summary of points in written and graphic form. All examples of manipulatives fully illustrated. Very clear, coherent and apt conclusion written.

Max Marks

Conclusion: Brief conclusion on the role and impact of using manipulatives in the teaching-learning of elementary mathematics. Organisation: (Format/ Writing of report)

No conclusion provided.

No clear conclusion given; abrupt end to piece of writing.

No attempt at organising piece of work observed.

Disjointed piece of writing submitted. Unable to link suggestions to the points/examples highlighted.

Poor representation of ideas in report submitted. Haphazard/weak attempt to link some suggestions to the points/examples highlighted.

Clear and systematic representation of ideas noted in report. Able to link most suggestions to the points/examples highlighted.

Creative and interesting representation of ideas noted in report. Able to link all the suggestions to the points/examples highlighted.

TOTAL MARKS

40

References /Suggested Websites: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Bennett, A. B. Jr. and Nelson. L. T. (2004). Mathematics for elementary teachers: An activity approah. 6th ed. USA: McGraw-Hill. Cathcart, W.G., Pothier, Y.M., Vance,J.H. and Bezuk, N.S. (2000). Learning mathematics in elementary and middle schools. 3rd. ed. Kennedy, L.M., Tipps, S., and Johnson, A. learning of mathematics. 10th ed. USA: Wadsworth. Koshy, V., Ernest, P. and Casey, R. (2000). teachers. USA: Routledge. (2004). Guiding childrens Mathematics for primary

Ministry of Education (2003). Curriculum Specifications. Mathematics (Year 1 3). Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: John Wiley & Sons, Inc. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics. Raising the standards. USA: Wadsworth. Smith, S. S. (2008). Early childhood mathematics. 4th edition. USA: Pearson Allyn & Bacon. http://www.k12.wa.us http://www.iched.org/cms/scripts/page.php? site_id=iched&item_id=math_manipulatives