1. EDU 3046 PENGAJARAN, TEKNOLOGI DAN PENAKSIRAN 1 9/18/20151TMP 2013 Dr Nor'ain

2. 9/18/2015TMP 2013 Dr Nor'ain2 LEARNING OUTCOME: Describe the teaching standards for teaching mathematics

3. National Council of Teachers of Mathematics (NCTM) USA Curriculum and Evaluation Standards for School Mathematics (1989) Professional Standards for Teaching Mathematics (1991) Assessment Standards for School Mathematics (1995) 9/18/20153TMP 2013 Dr Nor'ain

4. Mathematics 1.Mathematical learning experiences 2.Knowledge of mathematics 3.Knowledge of school mathematics Educational Foundations 1. Knowledge of how students learn mathematics 2.Knowledge of students 3.Knowledge of assessment 9/18/20154TMP 2013 Dr Nor'ain

5. Teaching 1. Planning for and teaching mathematics 2.Mathematical teaching experiences 3.Dispositions toward teaching mathematics Responsibilities for Professional Development 1.Teachers’ responsibilities 2.Schools’ responsibilities 3.Colleges and universities’ responsibilities 4.Professional organizations’ responsibilities 9/18/20155TMP 2013 Dr Nor'ain

6. Ministry of Education Pusat Perkembangan Kurikulum (The Curriculum Development Centre) Bahagian Pendidikan Guru (The Teacher Education Division) Bahagian Jemaah Nazir (The Federal Inspectorate of Schools) Bahagian Buku Teks (The Textbook Division) Bahagian Teknologi Pendidikan (The Educational Technology Division) Bahagian Sekolah (The Schools Division) Lembaga Peperiksaan Malaysia (The Examinations Syndicate) Bahagian Perancangan & Penyelidikan Pendidikan (The Educational Planning and Research Division) Bahagian lain-lain Ministry of Higher Education Bahagian Matrikulasi (Matriculation Division) 9/18/20156TMP 2013 Dr Nor'ain

7. 4 main roles for mathematics teachers: 1.To create a classroom environment that supports teaching and learning mathematics 2.To set goals and select or create mathematical tasks that help students achieve these goals 3.To stimulate and manage classroom discourse so that students and teachers are clearer about what is being learned 4.To analyze students learning, mathematical tasks, and the environment in order to make ongoing instructional decisions. 9/18/20157TMP 2013 Dr Nor'ain

8.  Respecting and valuing students’ ideas and ways of thinking  Providing and structuring the time necessary to explore mathematics and grapple with ideas and problems  Providing the context necessary for developing mathematics proficiency The teacher of mathematics should create a learning environment that foster the development of students’ mathematical power by: 9/18/20158TMP 2013 Dr Nor'ain

9.  Sound and significant mathematics  Knowledge of how students learn mathematics  Engage students’ intellect.  Foster students’ understandings of concepts and procedures.  Help students develop a coherent framework for mathematical ideas.  Stimulate students to make connections.  Entail problem formulation, problem solving, and mathematical reasoning.  Promote communication about mathematics. The teacher of mathematics should pose tasks that are based on: 9/18/20159TMP 2013 Dr Nor'ain

10.  Computers, calculators, and other technological aids  Concrete materials used as models  Picture, diagrams, tables, and graph  Invented and conventional terms and symbols  Metaphors, analogies, and stories  Written hypotheses, explanations, and arguments  Oral presentations and dramatizations. The teacher of mathematics, in order to promote discourse, should encourage and accept the use of: 9/18/201510TMP 2013 Dr Nor'ain

11.  Posing questions and tasks that provoke and challenge students’ thinking.  Asking students to clarify and justify their ideas.  Deciding what to pursue in depth from among the ideas that students bring up during a discussion.  Deciding when to provide information, when to clarify an issue, when to lead, and when to let students struggle.  Monitoring students’ participation in discussions and deciding when and how to encourage each students to participate. The teacher of mathematics should orchestrate discourse by: 9/18/201511TMP 2013 Dr Nor'ain

12.  Initiate problems and questions.  Make conjectures and present solutions.  Respond to and question the teacher and one another.  Use a variety of tools to reason, make conjecture, solve problems, and to communicate.  Rely on mathematical evidence and argument to determine validity. The teacher of mathematics should promote classroom discourse in which students: 9/18/201512TMP 2013 Dr Nor'ain

13.  Observing, listening to, and gathering other information about students to assess what they are learning.  Examining effects of the learning environment, tasks, and discourse on students’ mathematical knowledge, skills, and dispositions. The teacher of mathematics should engage in ongoing analysis of teaching and learning by: In order to challenge and extend students’ ideas. Adapt or change activities while teaching (reflection-in-action) Make plans, both short- and long-range (reflection-on-action) Describe and comment on students’ learning to students’, parents, and administrators. 9/18/201513TMP 2013 Dr Nor'ain

14. Problem Solving in Mathematics Communication in Mathematics Reasoning in Mathematics Mathematical Connection Application of Technology 9/18/201514TMP 2013 Dr Nor'ain

15. Element 9: Teaching and Learning Peneguhan Latihan dan Tugasan Pemeriksaan Latihan dan Tugasan Murid Penutupan Hasil Kerja Murid Pengurusan Kelas Perwatakan Guru 9/18/201515TMP 2013 Dr Nor'ain Rancangan Pengajaran Tahunan Rancangan Pengajaran Harian Set Induksi Penyampaian/Perkemban gan Pengajaran Teknik Penyoalan Guru Penglibatan Murid