MMM
MMM
MMM
3. Name(s) of
Nik Noralhuda binti Nik Mohamed
Academic Staff
4. Rasionale for This course is offered to enable students to apply 21st century learning skills and
Inclusion of Course appropriate pedagogical content knowledge to teach Measurement, Geometry and Data
in the Programme Management in primary schools.
6. Total Student
Total Guided and Independent
Learning Time Face-to-face Non Face-to-face
Learning Hours
(SLT)
L = Lecture L T P A L T P A
T =Tutorial
125
P= Practical 15 30 - 2.5 30 30 17.5
A= Assessment
7. Credit Value 3
9. Course Learning At the end of this course, students will be able to:
Outcomes (CLO)
1. Acquire the pedagogical content knowledge by connecting mathematical content with
suitable pedagogies in the areas of Measurement, Geometry and Data Management
(C2, A4, PLO1)
2. Build appropriate resources in groups for the teaching and learning of Measurement,
Geometry and Data Management (C3, P6, PLO2, PLO5, TS1)
3. Discuss teaching-learning issues related to Measurement, Geometry and Data
Management based on classroom practices and reputable references on research
findings (C5, A4, PLO3, PLO6, CTPS3, LL2)
4. Plan teaching and learning activities related to daily life for Measurement, Geometry
and Data Management using various pedagogies based on 21st century learning skills
(C6, PLO3, CTPS4)
LEARNING TAXONOMIES
COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN
Complex overt response
Internalising values
Guided response
(Characteriation)
Understanding
CLO
Remembering
Responding
Mechanism
Origination
Organising
Adaptation
Perception
Evaluating
Analysing
Receiving
Applying
Creating
Valuing
Set
C C C C C C P P P P P P P A A A A A
1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5
1 x x
2 x x
3 x x
4 x
10. Transferable Skills Critical thinking and problem solving skills (CTPS4),
Teamwork skills (TS1),
Lifelong learning and information management skills (LL2)
1
11. Teaching-learning
and Assessment Teaching and learning strategies:
Strategies Lecture, group activity, individual activity, discussion, presentation, demonstration, and
simulation
Assessment strategies:
The achievement of students in this course is determined through two forms of assessment,
that is, examination (30%) and coursework (70%)
12. Synopsis This course encompasses the learning of mathematics in the 21st centur, teaching of
Measurement (Length, Mass and Volume of Liquid); teaching of Time, teaching of Geometry
(Space) and teaching of Data Management.
Kursus ini merangkum pembelajaran matematik abad ke-21; pengajaran Sukatan (Ukuran
Panjang; Jisim dan Isi Padu Cecair); pengajaran Masa dan Waktu; pengajaran Geometri
(Ruang) dan pengajaran Pengurusan Data.
2
15. Mapping of the
Course Learning PEO 1 PEO 2 PEO 3 PEO 4 PEO 5 PEO 6
Outcomes to the
Programme CLO 1 x
Educational
CLO 2 x x
Objectives
CLO 3 x x
CLO 4 x
PEO1 Knowledgeable (LO1) and possess practical skills (LO2) in the teaching
profession in line with the needs of the organisation and clients
PEO4 Able to seek and manage relevant information from various sources (LO6)
PEO5 Demonstrate entrepreneurial and managerial skills (LO7) and realise the
needs of lifelong learning (LO6) for career development
3
16. Mapping of the
Course Learning PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8 PLO 9
Outcomes to the
Programme CLO 1 x
Learning Outcomes
CLO 2 x x
CLO 3 x x
CLO 4 x
4
Face-to-face
Non Face-
Interaction
Interaction
to-face
Total
Content Outline of the Course and the Student Learning
17. Time for Each Topic
Assessment
Assessment
Practical
Practical
Lecture
Tutorial
Lecture
Tutorial
1. Twenty-first Century Learning for Mathematics
The 21st Century Learning Model
- Learning skills, literacy skills, living skills, and
leadership skills
Characteristics of the 4C Learning Model
- Communication, collaboration, critical thinking,
and creativity
Pedagogies for the 4C Learning Model
- Learning mathematics via communication 2 4 4 4 14
- Cooperative learning
- Learning mathematics via problem solving
- Structured problem solving
- Project based learning
- Outdoor mathematics
- Learning mathematics via game
- Learning mathematics via literature
5
3. Teaching of Time
Explain pedagogical content knowledge of Time
- Basic concept: instantaneous time and duration
of time
- Stages of conceptual development of time
- Units of measurement for time: non-standard
units and standard units
- Measuring tools for time: modern clock and
ancient clock
- Common year and leap year
- Common errors and misconceptions in time
Build appropriate resources for teaching and learning
2 4 4 4 14
of Time
Use the 4C pedagogies to design and self-evaluate
teaching and learning activities for the following
subtopics in Time:
- 12-hour and 24-hour systems of telling time
- Conversion between units of measurement for
time
- Compute duration of time in any unit
- Operations involving time
- Application of time in daily life
Identify teaching-learning issues based on
classroom practices and research findings for Time
4. Teaching of Geometry – Space
6
5. Teaching of Data Management
Explain pedagogical content knowledge of Data
Management
- Statistical investigation steps: (a) formulate
questions, (b) collect data, (c) represent data in
graphic forms, (d) analyse data, (e) interpret
results
- Common errors and misconceptions in Data
Management
Build appropriate resources for teaching and learning
of Data Management
3 6 6 6 21
Use the 4C pedagogies to design and self-evaluate
teaching and learning activities for the following
subtopics in Data Management:
- Collecting data
- Pictograph, bar chart and pie chart
- Mode, median, mean and range
- Interpreting data
- Application of Data Management in daily life
Identify teaching-learning issues based on classroom
practices and research findings for Data
Management
Coursework 1 13 14
Revision for Examination 4.5 4.5
Examination 1.5 1.5
Tutorial 30 30
Teaching-learning
- 3
resource production
Total Student
125
Learning Time
Credit hours 3
18. Main References Reys, R., Lindquist M. M., Lambdin, D. V. & Smith, N. L. (2012). Helping children learn
mathematics. (10th ed.). USA: John Wiley and Sons.
Cathcart, W. G.; Pothier,Y.M.; Vance,J.H.; & Bezuk,N.S. (2011). Learning mathematics in
elementary and middle schools. A learner-centered approach (5th ed.). Boston:Pearson.
Serow, P., Callingham, R., & Muir, T. (2014). Primary Mathematics : Capitalising on ICT for
today and tomorrow. Victoria: Cambridge University Press.
7
Additional Haylock, D. & Manning, R. (2014). Mathematics explained for primary teachers. (5th ed.).
References London: Sage
Tipps, S., Johnson, A. & Kennedy, L. M. (2011). Guiding children's learning of mathematics
(12th ed.). USA: Wadsworth Cengage Learning.
Lambros, M. A. (2002). Problem-Based Learning in K-8 classrooms: A teacher's guide to
implementation. USA: Wake Forest University.
Leong, C. K., Teoh, B. T. & Warabhorn, P. (2012). Introduction of the Bansho plan to primary
school mathematics teachers: A Case Study. In A. L. White & U. H. Cheah (Eds.),
Transforming School Mathematics Education in the 21 st Century (pp. 33-44). Penang,
Malaysia: SEAMEO RECSAM.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century. A report and mile guide
for the 21st century skills. Retrieved on March 5th 2015 from
http://www.p21.org/storage/documents/P21_Report.pdf
Jerald,C.D. (2009). Defining a 21st century education. The centre of public education.
Retrieved on March 8 2015 from
http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.
pdf
Additional
19. None
Information
8
COURSE LEARNING OUTCOMES – PROGRAMME LEARNING OUTCOMES MATRIX
MTES3093 Teaching of Measurement, Geometry and Data Management (3 Credits)
9
Panel Members:
Consultants:
3 En. Aziz bin Naim Curriculum Officer Bahagian Pembangunan Kurikulum, KPM
Translation Panel:
10