PENYERAHAN DAN PENILAIAN TUGASAN ASSIGNMENT SUBMISSION AND ASSESSMENT _______________________________________________________________________ _ HBMT2203 V2 TEACHING OF ELEMENTARY MATHEMATICS PART II SEPTEMBER

2013 _______________________________________________________________________ _ ARAHAN KEPADA PELAJAR / 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 MyVLE untuk penyediaan dan penyerahan tugasan anda. Tugasan anda hendaklah ditaip dengan menggunakan saiz fon 12 Times New Roman dan langkau baris 1.5. / 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. Tugasan anda hendaklah antara 2500 hingga 3000 patah perkataan tidak termasuk rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda. Jangan menyalin soalan dan arahan tugasan dalam jawapan anda. / 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. Anda dikehendaki menghantar tugasan KEPADA TUTOR BERSEMUKA. Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. / You must submit your assignment TO YOUR FACE-TO-FACE TUTOR. You are advised to keep a copy of your submitted assignment for personal reference.
6. Tugasan anda hendaklah diserahkan antara 8hb - 10hb November 2013 atau Tutorial 4.

Serahan selepas 10hb November 2013 atau Tutorial 4 TIDAK akan diterima. / Your assignment must be submitted between 8th 10th November 2013 or Tutorial 4. Submission after 10th November 2013 or Tutorial 4 will NOT be accepted. 7. Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri . / Your

assignment should be prepared individually. You should not copy another persons assignment. You should also not plagiarise another persons work as your own. PENILAIAN / EVALUATION Tugasan ini akan menyumbangkan 40% markah kepada kursus tersebut dan akan dinilai berdasarkan kepada Rubrik atau Skema Jawapan. / This assignment accounts for 40% of the marks for the course mentioned and shall be assessed based on the Rubrics or Answer Scheme. Anda akan dimaklumkan tentang markah tugasan ini sebelum Peperiksaan Akhir Semester bermula / You would be informed of the assignment mark before the Final Semester Examination commences. PLAGIARISME : POTONGAN MARKAH / PLAGIARISM : MARKS DEDUCTION Amaran : Tugasan yang diserahkan secara automatik akan disemak untuk persamaan. Jika plagiarisme dikesan, markah akan dipotong seperti berikut: / Warning : The submitted assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be 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 40% daripada jumlah markah yang diperoleh. Tugasan dengan pertindihan kandungan lebih daripada 50%: Markah sifar akan diberikan. 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.

SOALAN TUGASAN /ASSIGNMENT QUESTION To enable children to acquire computational fluency in addition, subtraction, multiplication and division, procedures such as standard written algorithms and mental calculation are emphasised in our primary school mathematics curriculum. Discuss the role and benefits of standard written algorithms and mental calculations in the learning of mathematics. Explain how you could help Year Three pupils to develop these procedures meaningfully. Summarise and present your points using a suitable format. Refer to relevant sources e.g. Year Three Curriculum Specifications for Malaysian Primary School Mathematics, mathematics textbooks, course modules, journals, experienced peers, websites, etc. to complete this assignment. Explain what is meant by standard written algorithms and mental calculations. Outline the standard written algorithms for operations involving whole numbers currently taught to Year Three pupils. Suggest, with reasons, alternative algorithms for operations with whole numbers which you think should be included in the primary mathematics curriculum. Illustrate TWO alternative algorithms for any TWO operations (one algorithm for each operation chosen) using relevant examples from Year Three topics. Elaborate on how to develop these computational procedures meaningfully with the help of suitable examples, manipulatives and resources. Comment on the role and benefits of the above mentioned procedures. Give reasons why you think it is necessary to emphasise mental computation in the classroom. Submit relevant supporting documents, References in APA Format, graphic organisers, views of experienced peers, etc. as Appendices in your report. [Total: 40 marks]

______________________________________________________________________ MUKA SURAT TAMAT / END OF PAGE

Assignment Guidelines (Content and Scoring) Criteria

Introduction: Brief introduction on scenario of assignment: Definition or explanation of standard written algorithms and mental calculation; Significance of acquiring computational fluency in the learning of mathematics. Content (i): Description of standard written algorithms and relevance of examples used based on all four operations to be illustrated.

Weight 1

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No introduction given.

1
Poor introduction on scenario of assignment given: Vague definition/explanation of standard written algorithms and mental calculation for the learning of mathematics; No mention of significance of acquiring computational fluency in the learning of mathematics. Brief /poor description of standard written algorithms outlined for each operation; Relevant example given for only one of the operations illustrated.

2
Superficial introduction on scenario of assignment given: Superficial definition/explanation of standard written algorithms and mental calculation for the learning of mathematics; Brief mention of significance of acquiring computational fluency in the learning of mathematics.

3
Clear introduction on scenario of assignment given: Clear definition/ explanation of standard written algorithms and mental calculation for the learning of mathematics; Clear explanation on significance of acquiring computational fluency in the learning of mathematics. Clear description of standard written algorithms outlined for each operation; Relevant examples given for three operations illustrated.

4
Very clear introduction on scenario of assignment given: Very clear definition/explanation of standard written algorithms and mental calculation for the learning of mathematics; Very clear explanation on significance of acquiring computational fluency in the learning of mathematics. Very clear and detailed description of standard written algorithms outlined for each operation; Relevant examples given for all four operations illustrated.

Max Marks
4

There is no description of any standard written algorithm and no mention of any operation to be illustrated.

Superficial description of standard written algorithms outlined for each operation; Relevant examples given for two operations illustrated.

Criteria
Content (ii): Suggestions of alternative algorithms to be included, supported by reasons for all four operations; Illustration of TWO alternative algorithms for any TWO operations (one algorithm each) using suitable examples from Year Three topics; Content (iii): Discussion: Elaboration on how to help pupils develop the two procedures meaningfully. Suitability/ Relevance of Examples/ Manipulatives/ Resources given

Weight 2

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No alternative algorithms or reasons given.

1
Alternative algorithms given for all operations were not suitable; weak reasons given.

2
Alternative algorithms given for two out of four operations were suitable, partially supported by reasons. Brief illustration and discussion of alternative algorithms given; Some relevant examples selected.

3
Alternative algorithms given for three out of four operations were suitable; supported by sound reasons. Clear illustration and discussion of alternative algorithms given; Relevant examples selected.

4
Alternative algorithms given for all four operations were suitable; fully supported by valid reasons. Very clear illustration and discussion of alternative algorithms given; Relevant examples selected.

Max Marks
8

No illustration given.

Vague illustration and discussion of alternative algorithms given; Examples selected were not suitable.

No suggestions on ways to help pupils develop computational procedures highlighted/ discussed. No suitable examples/ manipulatives/ resources given.

Suggestions discussed lacked focus and were not related to ways to help pupils to develop meaningfully the computational procedures highlighted/ discussed. Examples/resources/ manipulatives given were not suitable.

Suggestions on ways to help pupils develop meaningfully the computational procedures highlighted briefly discussed. Some relevant examples/ manipulatives/resources given.

Suggestions on ways to help pupils develop meaningfully the computational procedures highlighted clearly discussed. Majority of examples/ manipulatives/ resources given were relevant.

Suggestions on ways to help pupils develop meaningfully the computational procedures highlighted very clearly discussed. Relevant examples/ manipulatives/ resources given.

Criteria
Role and benefits of computational procedures highlighted; Reasons for inclusion of mental calculation in the classroom Evaluation: Summary: Literature review Graphic organisers Diagrams/ Photographs/ etc. Views of experienced peers

Weight

Missing Item

Weak

Partially Meets Standards

Meets Standards

Exceeds Standards

0
No mention of role and benefits of computational procedures highlighted. No reasons given.

1
Poor discussion of role and benefits of computational procedures highlighted; Weak reasons given.

2
Brief discussion of role and benefits of computational procedures highlighted; Some suitable reasons given.

3
Clear discussion of role and benefits of computational procedures highlighted; Good reasons given and clearly explained.

4
Very clear discussion of role and benefits of computational procedures highlighted; Sound, valid reasons given and very clearly explained. The literature review was well done, smooth flow of language and accurate referencing was used. Very good summary of points in written and graphic form. All examples of algorithms fully illustrated. Views from experienced peers very clearly expressed.

Max Marks

No literature review was done. No summary given. No illustrations provided. No mention of views from peers/ colleagues.

Literature review done was literally copied from the source/ improper referencing provided. Poor summary given. No graphic organiser used. Poor illustrations attached. Views from experienced peers vaguely expressed.

Literature review was poorly done, disjointed sentences and improper referencing provided. Brief summary of points in written and graphic form. Some examples of algorithms illustrated. Views from experienced peers briefly expressed.

The literature review was adequately done using proper referencing and clear language. Good summary of points in written and graphic form. Most of the examples of algorithms clearly illustrated. Views from experienced peers/colleagues clearly expressed.

Conclusion: Brief conclusion on the impact/ implications of developing standard written algorithms and mental calculation meaningfully in the learning of mathematics. Organisation: (Format/ Writing of report)

No conclusion provided.

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

Weak conclusion, poor wrapping-up.

Clear conclusion written.

Very clear, coherent and apt conclusion written.

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 * Wajaran adalah berat sesuatu bahagian bergantung pada kepentingan maklumat yang diperlukan.

40

Lampiran II: CONTOH PANDUAN PELAJAR Anda dinasihatkan: 1. Merujuk kepada modul dan sumber-sumber bercetak lain atau sumber dalam internet yang boleh dipercayai (contohnya sumber yang disediakan oleh orang atau organisasi yang mempunyai reputasi yang baik) diperlukan untuk memahami konsep sebelum pelajar dapat memberi contoh yang tepat dan sesuai. 2. Buat pencarian di internet berkaitan computational techniques seperti standard dan alternative algorithms serta mental calculation untuk mendapatkan pelbagai maklumat berkaitan tugasan. 3. 4. 5. Melakukan lawatan ke pusat sumber/sekolah berdekatan bagi mendapatkan maklumat berkaitan tugasan. (jika perlu) Membincangkan dengan guru matematik sekolah anda bagi mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan pengalaman pembelajaran. Menggunakan gambarajah/lakaran untuk membantu anda menjelaskan hujah jawapan tugasan. (jika perlu) Lampiran III: CONTOH PANDUAN TUTOR 1. 2. 3. 4. 5. 6. Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan penulisan. Mencadangkan Format yang sesuai bagi setiap sub tajuk. Memeriksa dan menanda tugasan pelajar dan seterusnya memberi markah dan memasukkan markah ke dalam OMES. (jika perlu) Mencadangkan buku-buku rujukan untuk panduan pelajar. Sila cadangkan buku-buku rujukan mengikut bidang. Cadangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan Cetak serta lampirkan artikel bersama tugasan. (jika perlu). Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman web dengan betul. Guna gaya APA.

References /Suggested Websites: 1. 2. 3. 4. 5. Freitag, M. A. (2013). Mathematics for Elementary School Teachers. 1st. ed. USA: Cengage Learning Groves, S. (2006). Computation techniques and number sense. Australia: Deakin University Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary teachers. USA: Routledge. Irons, C. J. (1992) Challenging children to think when they compute. Centre for Mathematics and Science Education. Brisbane: QUT Ministry of Education Malaysia (2004). Integrated Curriculum for Primary Schools. Curriculum Specifications Mathematics Year 3. Kuala Lumpur: Curriculum Development Centre Malaysia. Reys, et. al (2009). Helping children learn mathematics. 9th ed. USA: John Wiley & Sons, Inc. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics. Raising the standards. USA: Wadsworth. http://nychold.com/em-arith.html http://www.gpschools.org/monteith/Staff/Fourth/Randazzo/docs/Math/Algorith ms.pdf http://pausd.org/community/Committees/MathAdoption/documents/algorithms. pdf http://bridges1.mathlearningcenter.org/files/media/Bridges_Gr3_OnlineSupplem ent/B3SUP-A3_NumMulDigAdd_0411.pdf

6. 7. 8. 9. 10. 11.

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