1. PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522

2. CourseRationaleCourseRationale

3. 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.

4. CourseContentCourseContent

5. 1.TRENDS & ISSUES 2.EXEMPLARS CONSTRUCTIVIST APPROACHES 2.EXEMPLARS of CONSTRUCTIVIST APPROACHES 3.CONSTRUCTIVIST-BASED ASSESSMENT 4.THEORY INTO PRACTICE Course Content

6. TRENDS & ISSUES 1.Constructivism in education: theory, practice and research 2.Meaningful learning: teacher-centred and student-centred approaches 3.Learning theories & their use in mathematics eduaction 4.How children learn mathematics: Conceptions and misconceptionsConceptions and misconceptions Learning difficulties in mathematicsLearning difficulties in mathematics

7. Course 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 APPROACHES

8. Course Content CONSTRUCTIVIST-BASED CONSTRUCTIVIST-BASED ASSESSMENT Holistic Assessment Strategies to gather learner’s prior knowledge, conceptions & motivation Assessment tools Analysis and interpretation of data

9. Course Content THEORY INTO PRACTICE Planning Designing Developing Implementing Assessment

10. How the content area fits together? - An Overview How the content area fits together? - An Overview

11. Trends & Issues Trends & Issues Theory into Practice Meaningful learning Constructivism Learning Theories Planning, Design & Development Implementation ICT-Based Other Strategies Software Handheld Web Quest Communication & Values - Cooperative L - Manipulatives Communication & Values - Cooperative L - Manipulatives Meaningful Learning Conception, Misconception, Difficulties Exemplars of Approaches HOLISTIC ASSESSMENT Problem-Based Learning

12. Course Objectives

13. Objectives At the end of the course, participants should be able to: –understand the theory and practice of constructivism; –gain knowledge on meaningful learning and student-centred learning; –gain skills in applying meaningful constructivist approaches in primary mathematics classes; –assess student’s prior knowledge, conceptions, motivation and mathematical learning;

14. Objectives At the end of the course, participants should be able to: –apply lesson study principles in improving meaningful lessons in primary mathematics; –design instructional activities that promote meaningful learning; and –develop and try out lessons/activities based on constructivist approaches in primary mathematics.

15. PM6522 Integrating Constructivism and Meaningful Learning in Student-Centred Primary Mathematics Classrooms PM6522 … open to meaningful questions …

16. Meaningful 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)

17. Others 1.All must have and use an email. My email : boontat_teoh@recsam.edu.my 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 Room 4.Night Access to Computers

18. 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)

19. Others 8. Trips i) Around Penang Week 1 (Sat) ii) To Kuala LumpurWeek 2 (Sat & Sun) iii) Hike up Penang HillWeek 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.”

20. Some Very Important Dates 1.Multiplier Effect ( annac@recsam.edu.my ) -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 Out 3. Project Work - 11 April (Friday)– Draft 1 - 18 April (Friday)– Draft 2 - 23 April (Wed)– Final

21. ProjectWorkProjectWork

22. 1.Choose one of the following approaches: Problem Based LearningProblem Based Learning MathematicalInvestigation & ExplorationMathematical Investigation & Exploration Problem SolvingProblem Solving Cooperative LearningCooperative Learning ManipulativesManipulatives Software Programme - GSPSoftware Programme - GSP Hand-Held Technology – Simple CalculatorHand-Held Technology – Simple Calculator World Wide WebWorld Wide Web Web QuestWeb Quest 2.A collection of instructional materials made meaningful 3.Adopt or adapt course activities or anew 4.Groups of 3-4 course participants Project Work / Peer Try out / Student Try Out

23. 1.Each participant to choose one of the activities to PEER try out 2.Based on Lesson Study principles 3.Peer Evaluation 4.Design instructional materials 5.Design Peer Evaluation Forms Project Work / Peer Try out / Student Try Out

24. 1.Refine the activities to be tried out with students 2.Based on Lesson Study principles 3.Redesign instructional materials 4.Design Assessment Forms Project Work / Peer Try out / Student Try Out

25. 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 Out Grouping

26. 1.List a few t & l problems you face in your own classroom 2. Share in turn the problems with your group members 3. Identify the probable causes of the problems 4. Discuss -strategies that you have used to overcome the problems -new strategies that can be used to reduce / overcome the problems 5. What literature says…? Today’s Planning

27. 1.Identify Topic 2.Identify Level … By end of Week 2By end of Week 2 Topic & Level (Year)

28. 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…