Memaparkan catatan dengan label matematik. Papar semua catatan
Memaparkan catatan dengan label matematik. Papar semua catatan

Rabu, Disember 05, 2012

Engaging Students in Mathematics

The last month has seen a plethora of discussions about the necessity for teaching math beyond what most jobs consider necessary. Much of it started from Andrew Hacker's now infamous article on whether math is necessary, to which a bunch of us replied with equal fervor (Dan Willingham's and Sherman Dorn's pieces are great rejoinders). What we all seem to agree on is that, indeed, the way we teach math matters. Lots. Having a positive environment for kids where they feel like they can actually do math without feeling like they're complete failures matters a lot.

Often, that starts with us as teachers.

Developing an environment where students can experiment and gain entry into the language of math starts with having a person who can facilitate what Stephen Krashen termed a low affective filter environment. While his study was applied to English Language Learners, his hypotheses should apply to all subject areas, math highest among them.

In my classroom, I have five principles for assuring that all students can enter into the math, and also for creating the conditions for math success.

1) Allow More Mistakes

I would suggest this to just about every teacher, but specifically math teachers, especially those of us who use the word "wrong" a lot. We should strike a balance between using direct instruction and exploration, leaning more on the exploration piece. Once we allow more mistakes, we let students into the process that our earliest mathematicians used in developing the axioms we believe today. Also, by admitting that we all make mistakes, it sends a clear signal to kids that they can be mathematicians, too. Surely, I'm not suggesting that we let the mistakes be. Yet, when I make a mistake on the board (intentionally or otherwise), I hope my students catch onto that, thus putting them in the position of expert. Speaking of which . . .

2) Support Their Struggle

At first, most of us get nervous when children struggle with mathematics, as if they need to get the math as soon as they receive the instruction. Even if it might look simple to us, the students may still be grappling with the skills, the concepts or both. That's OK. When students struggle with the material, they learn how to work problems out on their own as self-motivated workers. Of course, that also means the teacher needs to encourage them as often as possible to do so. If students think their efforts have no merit, then they often won't own it. In an environment where teachers support students' working through a problem, a teacher can tell when a student has quit. You have an option before you intervene . . .

3) Let the Kids Teach, Too

During the class period, I prefer the students speak more than I do. If I'm talking too much, that means I'm using too much of my speaking quota. In other words, they'll tune me out if I'm talking too much. Once I let the students speak (meaning, not just one student, but many), they take even more ownership of the math taught to them. This especially proves true during the class work time as well. Having them explain to each other (with the proper guidance) really empowers them to own the material and develop their own process for checking answers. Plus, I’m not exceeding my speaking quota. However . . .

4) Answer a Question with More Questions

If, in fact, a student asks us a question, we ought to validate their question by giving them another question. That way, we ensure that the onus for the "answer" falls on them. The type of questions we ask and the way we frame questions matters here, too. Questions that generate a "yes" or "no" answer simply won't do. Instead, we can leave them with a question that they can answer. I do emphasize the word "leave" because it's always good for you to walk away without explicitly telling them they were right. By the time you leave, they should already know this.

5) Personalize the Questions

Inserting children's names into the problems (appropriately) engages students in the material. As you start the problem, speaking about the student in the third person immediately gets him or her engaged, and gives the other students a window into the problem. Knowing the person in the problem (even if the situation itself is hypothetical) gives the entire class a sense of ownership and belonging within the math. Obviously, teachers should spread the wealth in naming people, because it may look like we're playing favorites or just focusing on the "struggling" children. All children need access to the math.

This advice obviously takes time and a teacher's willingness to fail. This also might push some of my colleagues out of a comfort zone. Yet we as teachers have to set a precedent for the success of lifelong learners, not just until a standardized test comes. One of the ways we set our students up for this type of success is by providing conditions for questioning, experimentation and ownership to happen. Those of us who only want to "skill and drill" students perpetuate attitudes that Hacker alluded to in his piece.

Math literacy matters. Let's do our part.


Isnin, Julai 23, 2012

Some major math sites

Mahukan perubahan dalam teknik pengajaran dan pembelajaran? 

Marilah ber'Glog'!

Selasa, Mac 06, 2012



  • Sebatang pensel dan getah pemadam berharga RM1.20. Pensel tersebut adalah RM1 lebih mahal daripada harga getah pemadam tersebut. Berapakah harga getah pemadam tersebut? 

Sekiranya anda menjawab harga getah pemadam RM0.20, sila baca soalan semula! 

  • Sekiranya 1 buah mesin basuh mencuci 10 helai baju dalam masa 10 minit, berapakah masa yang diambil untuk 10 buah mesin basuh untuk mencuci 100 helai baju? 

Sekiranya anda menjawab , masa yang diperlukan adalah 10 kali ganda, iaitu 100 minit, sila baca soalan semula! 

  • Di atas permukaan sebuah tasik, terdapat daun-daun bunga teratai. Setiap hari, daun itu berkembang sekali ganda saiznya. Sekiranya daun-daun teratai itu mengambil masa 60 hari untuk melitupi keseluruhan permukaan tasik, berapakah masa yang diperlukan oleh daun-daun itu untuk melitupi separuh daripada keseluruhan permukaan tasik itu? 

Sekiranya anda menjawab 30 hari adalah masa yang diperlukan, sila baca soalan semula!

Jumaat, November 25, 2011

Pelaksanaan MBMMBI pada tahun 2012

surat siaran ini perlu dibaca bersama dengan pekeliling SPI 12/2011(
Surat Siaran KPM Bilangan 6 Tahun 2011

Isnin, November 21, 2011

Let a Root remains as a Root: Issue on PPSMI

Tulisan ini dibuat bagi menjawab persoalan PPSMI yang sehingga ke hari ini, masih banyak orang keliru apa tujuan dasar ini diketengahkan. Secara tuntas, saya mengulas kenapa tujuan yang salah akan mengelirukan; baik dari aspek falsafah dan pelaksanaan; dan sudah tentu tidak akan mencapai kebenaran dan kejayaan!

Let a Root Remains as a Root

Khamis, November 17, 2011

PPSMI lagi - Q&A with DPM (2009)

Q&A with Tan Sri Muhyidin Yassin on PPSMI issues 

July 9, 2009

2012 deadline on Science and Maths to cushion impact

Education Minister Tan Sri Muhyiddin Yassin answers questions related to the reversal in the Teaching of Mathematics and Science in English (PPSMI) policy during a press conference Wednesday.
Question: You were saying that it will come into effect in 2012 and the implementation will be conducted in stages. However, you say that changes would not involve Form 6 and matriculation. Does this mean the extension of English learning hours will come into effect immediately for Form 6 and matriculation?
Muhyiddin: We want to have a soft landing. When we announced today this new decision, that soft landing only means we will only begin at 2012. At the same time it allow us to make all the necessary preparations. As I have announced just now, the number of teachers to be recruited and then the new sort of co-curriculum books we need to introduce to support. This all takes time. I do believe within the time frame we should be able to fufill the requirement. Regards to matriculation and the STPM, the ministry and of course the Cabinet endorsed that they should remain as it is. As you move that way, there is already a lot of English that has been taught at that level. At the same time, we believe that at the stage they reached Form 5, there is very basic strength in terms of command of Bahasa Malaysia. So when you reach that stage of Form 6 or matriculation, you have a strong command of both. But of course we propose to strengthen it further by adding the number of hours at the matriculation and STPM level. That means more time would be given to increase their proficiency and command of the English language.
Q: Tan Sri, with the new decision made by the Education Ministry, is this not in conflict with the aspirations of former Prime Minister Tun Dr Mahathir (Mohamad) who introduced the PPSMI?
A: Yes, I had the opportunity to give a briefing at Tun’s residence along with the director-general and my senior officers. (We) respect that Tun is the initiator of PPSMI and we had a long briefing which stretched more than three hours. Everything was explained. My officers and I had shown what is the success or problems faced by the involved parties in making his vision a success if Science and Maths could be taught in English. So we presented everything and it was then we could inform (him) of the shortcomings our people faced that made it difficult for us to continue with the PPSMI that he proposed. And especially, we have informed (him) of the primary and secondary school standards - which had quite a huge gap and the achievement of students in national schools compared to vernacular schools ie Chinese and Tamil schools. Secondly, the capabilities of the teachers in carrying this out and as I have said earlier, we face a problem because a huge portion of our teachers are not fluent in English....if we continue with it, we are worried of the consequences towards learning. The reasoning is quite clear. It is not that good. Tun has accepted our view. In addition, Tun has also stressed why he proposed the PPSMI. Among (the reasons) is to ensure that Malaysians would really master English as one of the main languages in the world and we want all Malaysians to have the ability to master dual languages which is our national language and English. I explained to him that this is also our aspiration and this is why it is time for me to make the decision today. The Cabinet has approved - we have explained - not only why we are not continuing with PPSMI but more importantly, what are the steps taken to ensure that the status of Bahasa Malaysia is strengthened. The example that we gave Tun was that the periods for teaching English would be increased in time and we would also increase the number of experienced English teachers. Just now, I mentioned 13,000 teachers that we have to recruit. It is a Government commitment towards that. On top of that, Tun also gave his point of view on where we should apply ICT, simple interactive computers that can be used by the students to help them master English. He gave a few suggestions. Those are suggestions which we accept. As I have said earlier, one of the supports we would create is language labs and in addition, with Tun’s suggestions, we would also use technology aid during lessons. The suggestion to use computers to aid the teaching of English we would also take into consideration. And Tun has personally told us that whoever he meets (on that matter), he would bring the relevant parties to us and we are prepared to accept them. Basically, after I have informed that, as it was witnessed by my officers Tun listened and accepted reality eventhough there were a few other suggestions that he aired and that is not a problem to us. We accept. Especially on the matter of mastering English. He gave a lot of examples. So we accept. In China, nearly 200 million of its people are making the effort to learn English. They want to be experts (in English). China’s education system is still based on Mandarin. Because they want to be experts, they have added and increased the learning time for English. And this is what we want to implement in Malaysia and I have mentioned several additional initiatives that we would do such as a fixed English language day which we would have in national schools. During school holidays we could organise summer camps for mastering English... maybe for a week or so. What is important is the syllabus and time table that I have said earlier which can be said not only strengthens but increases the time to nearly 100%. It is the increase of time on top of the current time table that made him see my explanation and made Tun accept the status.
Q: Was the PPSMI a complete failure? A: Well, I wouldn’t say that it is a complete failure. It has not achieved the desired objective. The thing is that the students that got through this system acquired knowledge. It is not a total failure but it is a slow process to achieve even what this PPSMI was supposed to originally achieve. We can continue with it as an option for example but it would take you another 10 to 15 years. By that time I think many things have happened which might not help the student but as far as the education system is concerned - it is not good for us.
Q: PPSMI wasn’t given enough time to come to fruition. A: Well, there were some proposals that it (today's decision) should be made earlier. Some three years ago there was a move to remove it but I think that was a bit premature. So now we have gone through one complete cycle - one cycle. So one exercise to review is correct because we have seen and been able to evaluate the one cycle. What is the position? We have been able to find out this position. So when we saw we cannot allow it for another six more years or five more years? Yes we can but what will be the reprecussion to the students concerned? Will they improve. We are not sure because there are a lot of things we believe are not in that position. Not in the position to deal with the situation of the sort. So the option is to look at what we need. I think parents in Malaysia, I am a parent and would like to see my child or boys and girls have a strong command of English. That is the thinking of all Malaysians. If that is the case, what will be the best modus operandi, the approach we do it? Is it through learning of Maths and Science through English or strengthening the learning of English itself? So we believe this is the better way. Strengthening by way of teaching and learning in English. Getting the right staff and support system. Right technology. Good teachers. Added incentive, added hours. So as you can see from what we have announced, I would believe it put us, our children in a much better position and I did also mentioned that we need to make sure that at the early formative years from Standard One to Standard Six, the six years, the early part when they go to school we must send the best teachers especially in English. They should have within one or two years better command of English. They don’t have to wait for 15 years. If you can see how families that go to kindergarden that has English as the means of instruction, we can see how they fare better within a shorter period of time. So the time that we make this sort of decision to reinforce the learning of English I think it is an appropriate time.
Q: Does this mean that English would become a compulsory subject in SPM? A: That is something which we have to look at because I don’t think it is a right time today to say that we’re moving, enforcing. But as you know when I mooted this idea the response from Malaysians from many vested groups and NGOs, is tremendous. They want to see this implemented as soon as possible, a pass in English or something compulsory before you get a certificate but... I think it will come to a correct time when we all have to make a decision on that later on. If we believe that this system that we are putting into place beginning 2012 will put us in a better state then maybe it is also the right time to make that sort of pass in English as compulsory, that will be the next thing we have to look at. The question is a lot of people think and agree but they say I want you to make sure there are enough teachers, make sure the system is good before enforcing. So we have to look into it.
Q: Six years have gone, do you think the students involved in this circle of time have become guinea pigs because of this decision? A: They are not. They are still humans (laughter from reporters). One, my son is in school and I don’t see him change. I’m talking about improving the command of English that is basically what the reason PPSMI is all about. It’s about learning Maths and Science through English and as far as knowledge is concerned I don’t think we compromise too much. In terms of proficiency of English it hasn’t seen any marked improvement. It is very nominal in nature.
Q: Six years for the government to realise? It’s a very long time. A: Yes, yes we realised it earlier. You must understand the system. We realised it earlier. But at that stage if we start changing, it is too premature. We haven’t got a full cycle, half way through. Today we learn in English and next instant Bahasa Malaysia. If you are in that state you become confused. So the Government is reasonable. To make sure you complete the whole thing. And then we have got a much fairer picture of what decision to make. It must be a correct decision. We cannot make another decision which might lead to people saying, you review it again. I don’t think that is fair. So that’s why we need to take a bit of time. Even when I came to the ministry, people say tomorrow you have to change it. No, I said I’ll take two or three months and I am not making a decision to just stop PPSMI. I am making an option on what I call a new deal for the Malaysian education system. I’m basically reinforcing, strengthening of English and at the same time keep Bahasa Malaysia’s prestige.
Q: What about those who are involved in the creating/printing of text books, especially the English ones? A: I think that maybe a portion of it can still be used because we have the dual language state. Secondly, when we introduced this, we also need to print new books in English. For example, additional books on Bahasa Malaysia tatabahasa or grammar for English, the literature component and maybe we would need novels. We might need to print (more books) for literature to supply to the schools. Whatever it may be, whatever we need to use, we would use.
Q: Will the announcement boost (Barisan Nasional) in the Manek Urai by-election? A: This decision is not political (laughter). I must say that. I do not take this opportunity to gain political mileage. I want to say that it is not a consideration made based on Manek Urai. What is Manek Urai to the question of the people and the country’s future. (laughter from the crowd). What is important is that Barisan Nasional will win in Manek Urai, Insya-Allah. But this is about our children’s future, so our decision is made based on the objective and not political consideration. I want to explain this although the opposition will make their own judgement. The root of the issue is that this was made based on an objective consideration based on the empirical and scientific results gathered from specific studies. Based on this principle, this is what we are doing, not political consideration although people say you need political will to make a decision but that is not the main criteria, it is being view from the context of necessity.
Q: Billions of ringgit has been spent? A: Yes, if we have to continue, we will spend another billion ringgit. Correct, Whatever it is in our expenditure system, nothing is free. But in terms of expenditure, we do not want a system that is not effective to continue. It is not effective and did not give the impact. Spending is one issue, but if our goal is not achieved, this is double jeopardy. It is better we take one brave step and make the decision. What we have spent has been spent, but not all are burnt because the computers can still be used. We will modify and instal new software to further strength our support system that we used through ICT. So the question of spending, but whatever decision we make and by making the changes, we also spent money. It is not that no cost is involved in the changes.
Q: The rational in the use of vernacular languages in SJKC and SJKT over Bahasa Malaysia. Can you tell why these schools are allowed to use the vernacular languages and not BM? A: BM is for the students who understand at national schools. According to a Unesco research, children pick up knowledge easier via the mother-tougue and that is why we have the advantage although BM is our national language but we did not restrict the use of Chinese and Tamil. For these students, to use English in Maths and Science, they understand but not as well as when both the subjects are taught in their mother-tongue. A majority of the rural students are Malays and they would understand better when the two subjects are taught in Malay. That is why we made such a decision because it is proven in studies done all over the world. So I think Malaysia is not excluded from this fact.
Q: By taking the stand to teach Tamil and Chinese in the primary schools, does it help Malaysians to master English? A: This can be debated lah (laughter) but this system has been in existence. We are not discussing this matter today. Eventhough we have stated officialy that Bahasa Malaysia is our unity language, the system that we use is national schools and vernacular schools. So I do not want to turn it into a polemic matter but the root of the issue is that we have made a decision on matters of learning.
Q: Does this mean that Science and Maths in IPTA reverts to Bahasa Malaysia? A: I do not think so. They will remain. We are not talking about the higher education system.
Q: There was a change in the system following PPSMI in 2003. A: Form 6 still maintains whatever medium it uses now, which is English. And when Form 6 students enter university, they will continue to use whatever language they used in Form 6 and matriculation. So we do not need to do any changes or amendments. It means, when they reached that level, I believe the students have already possessed 11 years of Bahasa Malaysia and in addition to programmes to maintain the prestige of Bahasa Malaysia, their command of language would even be stronger. That student then has a choice to pick whichever language he wants. If he wants to use English, he would then continue using English. So when our children reach university level with basic Bahasa Malaysia, he still can use English in university.
Q: (Is it) up to the IPTA to decide? A: I think the IPTA would not make any changes in whatever policy they have. It will remain.
Q: Will you have a shortage of teachers just like in PPSMI? A: Well, for this purpose we have mentioned more than 13,000 that needs to be recruited. That’s why we need time and we have mentioned the four sources that the teachers will be recruited. They must be fully qualified. So I hope with the decision we made today, endorsed by the Cabinet, and of course whwere the Ministry of Finance is concerned, to fund the increased manpower. Then we should have the numbers we require.

Why PPSMI is abolished

[Yang berikut ialah penyataan media Bahagian Komunikasi Korporat Kementerian Pelajaran Malaysia terhadap penyataan media PAGE (Parent Action of Group for Education) tentang PPSMI (The STAR
Wednesday October 5, 2011)

Why PPSMI is abolished

WE refer to the letter “Say ‘Yes to PPSMI’” (The Star, Oct 3) by Tunku Munawirah Putra, honorary secretary of Parent Action Group for Education (PAGE).
The author claimed that the Government was ill-advised when it decided to abolish PPSMI in 2009.

As a result, national schools are now not the school of choice as many parents prefer to enrol their children in Chinese and private schools. These remarks are mere conjecture.

We would like to clarify that the decision to abolish PPSMI was done after careful deliberations.
The Ministry consulted various stakeholders and conducted in-depth studies on the effectiveness of PPSMI and its impact on student learning before scrapping the flawed policy.

We found that during the implementation of PPSMI only 4% of Mathematics and Science teachers used 90% or more of English in the teaching and learning of the two subjects.

A majority of them used a mixture of Bahasa Malaysia and English. More often than not, the teachers had to switch to Bahasa Malaysia in their teaching because students could not understand their lessons in English.

A study conducted by a group of educationists from the Universiti Perguruan Sultan Idris (UPSI) revealed that 70% of Form Two students found it difficult to learn Mathematics and Science in English.

Another study done by a Universiti Kebangsaan Malaysia (UKM) professor concluded that PPSMI hampered students’ ability to understand Mathematics and Science concepts, hence resulting in their poor performance in the two subjects.

The Education Ministry also received numerous views from experts, non-governmental organisations and concerned individuals about the impact of PPSMI on student learning.

In the main, we found that students who had poor command of English were at the receiving end of PPSMI. They could not acquire the knowledge of Mathematics and Science as they were not proficient in the language that the two subjects were taught.

We estimated that about 500,000 students ‘fell victim’ to PPSMI each year. Obviously, it is gross injustice to these students if we decide to continue with the policy.

Only students with good command of English benefited from PPSMI. We found that these students also performed well in other subjects that are taught in Bahasa Malaysia, indicating that they will have no problem learning Mathematics and Science in Bahasa Malaysia.

After careful deliberations, the Education Ministry decided that the teaching and learning of Mathematics and Science should be conducted in Bahasa Malaysia in national schools and in vernacular languages in the Chinese and Tamil national-type primary schools.

This decision is in line with the position taken by Unesco that the mother tongue is the best medium of instruction in schools.
Thus, the claim made by Tunku Munawirah that the Government was ill-advised when it made the decision to abolish PPSMI is baseless.
She also made a gross factual error by implying that many parents prefer to enrol their children in national-type Chinese schools due to the abolition of PPSMI. This argument is not supported by fact.

The national-type Chinese schools have been offering the two subjects in Mandarin during the implementation of PPSMI, with additional hours of teaching and learning of the two subjects in English.

With the abolition of PPSMI, the national-type Chinese schools will offer the two subjects in Mandarin. Private schools which use the national curriculum will offer the two subjects in Bahasa Malaysia.

We could not agree with the author that PPSMI is the only way forward for education in Malaysia should we want to create quality workforce and achieve high-income nation status.

This argument ignores the fact that the current generation of scientists, technocrats, lawyers, accountants and other professionals are the product of our National Education System where Bahasa Malaysia is the medium of instruction in schools.

For many decades, Bahasa Malaysia has been our national language and the language of knowledge. It has proven to be an effective medium of instruction in the national schools.

We, however, concur with the author that Malaysia must produce top grade workers who will be able to compete in the globalised world.
And for this reason, our country needs a population that is competent in English.

In relation to this, the Education Ministry has taken comprehensive measures to improve our students’ command of English through the Strengthening English Language (MBI) policy.

We are improving the methods of teaching and learning of English in schools, increasing English hours and hiring quality English teachers, including from abroad, to help our students be proficient in English.

We believe that there are many ways to improve English ability among our students and we are working very hard to realise this objective.
What we need is the support of all parents to help us enhance the quality of our education and improve student learning.

Ministry of Education Malaysia.

Selasa, November 01, 2011

Kenapa kami bantah PPSMI

Artikel ini telah diterbitkan pada 20/3/2009 di sini.
Rasanya, masih ramai yang tidak jelas dan perlukan pencerahan semula...

< Ini bagi menjawab pihak yang mendakwa bahawa tindakan kementerian untuk mengubah dasar PPSMI ini adalah semata-mata kerana desakan yang emosional. Sebenarnya, tindakan penukaran dasar ini telah mengambil kira semua perkara, termasuk soal kepentingan bahasa inggeris dalam kemajuan >

<Alternatif kementerian adalah memperkenalkan dasar MBM-MBI adalah menjawab isu ini.>

<Siapa sebenarnya yang emosional?>

1) Harus baca e-book ini untuk memahami secara tuntas asas bantahan PPSMI ini.

2) TERLALU RAMAI yang SALAH FAHAM- ASAS bantahan PPSMI ini; Mudah sekali dipengaruhi oleh media dan khabaran berita pihak ketiga (pernah dengar modul telefon karat?)

3) SIASAT setiap perkara secara halus dan jelas; kemudian, tetapkan pendirian supaya tidak terpengaruh dengan mainan politik kepartian yang jelas memihak. Dengan kata lain, diri kita harus punya pendirian dulu.


Penegasannya- bertindak secara jelas; dan dilihat jelas.
Mencari kebenaran perlu berdasar ilmu dan bukan emosi.

Selasa, Oktober 18, 2011

Kedudukan ranking TIMSS

DI MANA MALAYSIA? Top performance group? --> No Least performance group? --> No (1995 - 2007) Most improved group? --> No Least improved group? --> YES In other words, We are going no where!!!

Sabtu, September 17, 2011

PPSMI: Jangan Cuba Cetus Polemik Baru


Angkatan Belia Islam Malaysia (ABIM) merujuk kepada desakan PAGE dan Jaringan Melayu Malaysia (JMM)  agar mempertimbangkan semula perlaksanaan dasar PPSMI secara pilihan di sekolah-sekolah meskipun telah dimansuhkan sejak akhir 2009 yang lalu.  Gesaan PAGE dan JMM agar diberikan "autonomi" kepada sekolah untuk memilih PPSMI adalah berdasarkan kajian mereka yang mendakwa sebahagian besar guru dan ibu bapa mengharapkan agar PPSMI dilaksanakan semula.

Walaupun menghargai keprihatinan dan komitmen yang ditunjukkan oleh PAGE dan JMM dalam usaha mereka mengendalikan kajian tersebut, akan tetapi ABIM mendapati terdapat keraguan pada cara perlaksanaan dan hasil dapatan kajian tersebut yang boleh dipertikaikan kesahan dan kebolehpercayaannya.

Dalam hal ini, ABIM menyambut baik ketegasan Timbalan Menteri Pelajaran, Dr Fuad Zakarshi yang menolak kajian yang dikemukakan oleh JMM atas faktor yang sama.  Selain itu, hujah PAGE untuk menyokong cadangan mereka pada kali ini adalah ulangan kepada hujah-hujah mereka sebelum ini yang telah dibahaskan dalam siri persidangan meja bulat yang lalu dan dimuktamadkan oleh Timbalan Perdana Menteri dengan pengenalan dasar Memartabatkan Bahasa Melayu, Memperkasakan Bahasa Inggeris (MBMMBI) pada 25 November 2009. 

Perkara seperti kepentingan penguasaan Bahasa Inggeris, kecemerlangan subjek Sains dan Matematik, diskriminasi kepada golongan yang “beribundakan” Bahasa Inggeris dan ketidakkesanan kepada Perkara 152, Akta Pendidikan dan Falsafah Pendidikan Negara telah dibidas dalam buku “Mengapa Kami Bantah” serta diambil pertimbangan sewajarnya dalam mempersiapkan dasar MBMMBI.     

Dalam perkembangan yang berkaitan, ABIM berpandangan bahawa cadangan pemberian kuasa "autonomi" memilih dasar kepada sekolah adalah kecelaruan terbesar dalam sistem pendidikan negara. Tidak ada autonomi bagi perkara dasar melainkan hanya dalam soal pentadbiran dan pengurusan sekolah seperti yang diamalkan di Sekolah Kluster.

Komuniti sekolah hanya sebagai pelaksana dan bersama memberi sumbang saran  dalam penggubalan sesuatau dasar tetapi tidak untuk memilihnya bagi kecenderungan tertentu. Hal ini mencabar kredibiliti Kerajaan khususnya Menteri Pelajaran dalam menentukan masa depan negara kerana ia tercorak dari dasar yang diperkenalkannya.   

Di samping itu, cadangan PAGE dan JMM tersebut akan menimbulkan konflik dan ketegangan sosial serta kesenjangan di kalangan rakyat apabila dua arus perdana ini bertembung dalam masyarakat. Ini akan menggagalkan usaha penyatupaduan rakyat seperti mana yang terkandung dalam matlamat Pelan Induk Pembangunan Pendidikan (PIPP).

Cadangan tersebut juga dilihat tidak munasabah kerana akan menimbulkan kesulitan di peringkat perlaksanaan, penilaian dan pemantauannya. Ia akan menimbulkan masalah dalam proses latihan dan penempatan guru, penyediaan bahan mengajar, penerbitan dan pengagihan buku teks, penggubalan dan pencetakan kertas soalan, dan yang lebih utama penilaian berpusat bagi para pelajar yang menduduki peperiksaan awam.

Oleh itu, ABIM menyeru agar Timbalan Perdana Menteri merangkap Menteri Pelajaran tegas menolak kajian dan cadangan yang dikemukakan oleh PAGE dan JMM berdasarkan hujah yang dikemukakan.

ABIM juga berharap agar Kerajaan memberikan fokus kepada perlaksanaan dasar MBMMBI seperti mana yang telah diputuskan sebelum ini. ABIM percaya polemik ini tidak akan timbul sekiranya proses penggubalan dan perlaksanaan sesuatu dasar baru menuruti semua peringkat tapisan yang telah ditetapkan oleh pihak KPM tanpa sebarang kompromi.

Abu Qassim Nor Azmi

Ketua Biro Penerangan

Angkatan Belia Islam Malaysia (ABIM)

Ahad, September 26, 2010

Program ‘Teach for Malaysia’:

Kempen untuk menarik pelajar cemerlang

‘Teach for All’ adalah enterpris sosial berangkaian global yang beroperasi di beberapa negara yang merekrut siswazah cemerlang dari universiti terkemuka dan pemimpin muda daripada pelbagai disiplin dan kecenderungan kerjaya untuk berbakti sebagai guru selama dua tahun di kawasan mundur. Program ini akan dapat menyediakan lebih ramai guru kepada pelajar yang berlatarbelakangkan sosioekonomi yang rendah mendapat peluang pendidikan yang sepatutnya. Kini, program ‘Teach for America’ telah berkembang dan disertai oleh lebih daripada 20,000 peserta. Rangkaian ‘Teach for All’ juga meliputi pelbagai negara seperti India, Australia, United Kingdom, 
Jerman dan Peru.

Malaysia bercadang untuk melancarkan program ‘Teach for Malaysia’ yang berprofil tinggi untuk menarik siswazah cemerlang dan terbaik mengajar di sekolah yang berprestasi rendah atau di luar bandar selama dua tahun. Siswazah cemerlang di bawah tajaan korporat akan digalakkan untuk menyertai program ini, sebelum berkhidmat dengan majikan mereka. Peserta akan ditempatkan di sekolah berprestasi rendah memandangkan sekolah ini amat memerlukan motivasi, inspirasi dan guru yang berkualiti tinggi.

Peserta akan menyertai program latihan intensif menggunakan kaedah pengajaran terkini. Mereka juga akan diberi bimbingan dan sokongan secara berterusan daripada rakan sejawat. Di samping itu, pendedahan kepada latihan pembangunan kepimpinan akan diberi melalui latihan pengurusan dan peluasan jaringan dengan syarikat korporat terkemuka. Selepas dua tahun berbakti, peserta akan memahami dengan mendalam isu utama pendidikan di Malaysia, dan diharap dapat membawa perubahan sama ada dari dalam atau luar sistem pendidikan.

Isnin, Ogos 30, 2010

Meaningful Learning; Geometry

Meaningful geometry


The way we teach and learn geometry has to change for it to have any use beyond merely passing exams.
The study of geometry is important, as it is recognised as a basic skill in mathematics – for several reasons.Geometric models are frequently used to help students understand basic mathematical concepts. The number line, for example, is helpful to illustrate various number concepts and operations.
Geometry is a foundation for study in such fields as physics, chemistry, biology, architecture, engineering, geology and astronomy. Geometric skills are also essential in art, design, graphics, animation, as well as in various aspects of construction work. 
It has important applications to real-life problems. Many practical experiences involve problem-solving situations that require an understanding of geometric concepts and skills, such as making frames, planning a garden and arranging a living room. In addition, Geometric concepts, such as points, line segments, curves and grids, are necessary for basic map reading skills.
Geometry allows development of spatial visualisation which is an extremely important skill for success in mathematics and the sciences.
It helps students to understand and appreciate the world they live in.
Recognition of geometry as a basic skill in mathematics has resulted in an increased emphasis on geometry in the revised mathematics curriculum by the Education Ministry.
Geometric concepts of two- and three-dimensional shapes are formally introduced as early as Year One.
Teacher-centred instructions are sadly, still being practised in a typical geometry lessons in our country. Mathematics teachers are generally inclined to use traditional whole-class teaching strategies and to dominate classroom interaction between students and teacher. Teachers still use the textbook and blackboard, give lectures to students, place emphasis on homework and usually show students how to solve geometry problems in the classroom.
Little opportunity is provided for students to think and reason about geometric ideas.
Perhaps the biggest blunder of all, which hangs like an axe over teachers’ heads, is teaching towards exams and this fear of making sure students make as few mistakes as possible, even during the learning phase. Educational psychologists know that making mistakes during exposure to new learning material is probably the best way to learn. But in Malaysia, we guide students and prevent early self-exploration. In the past two decades, there have been many recommendations put forth for improving teaching and learning of geometry in the mathematics education literature.
One recommendation is the need for mathematics teachers and researchers to develop phase-based instructional activities and implement those activities in the classroom setting
Most importanly, we need to stop teaching towards exams!

> Dr Chew is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and the ENGAGE Programme – Education for Sustainable Global Futures – USM has started, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. 

Khamis, Ogos 12, 2010

Peranan Guru Matematik

Peranan guru matematik dalam KBSM
Oleh : Tengku Zawawi Tengku Zainal

Dalam pendidikan Matematik KBSM, guru perlu arif dalam strategi pengajaran dan pembelajaran yang dapat memupuk pelajar membina konsep dan menguasai kemahiran di samping menghayatinya dalam kehidupan seharian. Guru matematik perlu memaparkan sifat-sifat yang matang, berfikiran terbuka, kreatif, inovatif, konstruktif, rasional dan bijaksana (Nik Azis, 1996). Guru matematik seharusnya dapat menjawab persoalan berikut:

  1. Apakah matematik ?
  2. Apakah konsep-konsep penting dalam matematik ?
  3. Apakah kandungan prinsip atau prosedur matematik ?
  4. Apakah kemahiran asas dalam mata pelajaran matematik
  5. Apakah sebenarnya yang perlu dipelajari oleh pelajar yang mengambil mata pelajaran matematik ?
  6. Apakah tahap pemahaman dalam matematik, dengan merujuk kepada konsep atau proses tertentu
  7. Apakah salah faham yang lazim dialami oleh pelajar matematik ?
  8. Apakah halangan kognitif utama dalam mempelajari konsep dan prosedur matematik ?
  9. Apakah implikasi teknologi maklumat terhadap pendidik matematik ?
  10. Apakah hubungan antara pengetahuan konsep dengan pengetahuan prosedur dalam matematik ?
  11. Apakah kepentingan kaedah yang berbagai dalam proses pengajaran dan pembelajaran matematik?
  12. Apakah jenis-jenis model pengajaran yang eksplisit bagi mata pelajaran matematik ?
  13. Apakah kesan afektif bagi pendekatan pedagogi yang berbeza ?
  14. Apakah jenis pengalaman yang perlu dimuatkan dalam kurikulum matematik ?
  15. Bagaimanakah cara yang berkesan untuk menilai pengetahuan pelajar tentang matematik ?
  16. Bagaimanakah cara pelajar membina skim-skim ilmu pengetahuan matematik ?
  17. Apakah ciri-ciri guru matematik muslim yang baik ?

(Nik Azis, 1996)



1) Seharusnya guru yang bertanggung-jawab mampu memberikan makna dalam setiap jawapan yang diberi, dan diterjemahkan dalam P&P sebaiknya.

2) Senarai soalan di atas langsung tidak menyentuh soalan yang bersifat 'exam oriented' yang perlukan jawapan daripada guru. Anehnya di sekolah, persoalan persiapan murid untuk peperiksaan menjadi halangan paling besar. Ringkasnya, persoalan tentang persediaan murid dalam peperiksaan tidak harus menjadi pokok peranan guru Matematik!