1. PENYERAHAN DAN PENILAIAN TUGASAN
ASSIGNMENT SUBMISSION AND ASSESSMENT
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HBMT2103 V2
TEACHING OF ELEMENTARY MATHEMATICS PART 1
MAY 2013
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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 set 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 SECARA ON-LINE melalui MyVLE. Sila rujuk
kepada portal untuk arahan mengenai prosedur menghantar tugasan anda secara on-line.
Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri. /
You must submit your assignment ON-LINE via the MyVLE. Refer to the portal for
instructions on the procedures to submit your assignment on-line. You are advised to keep a
copy of your submitted assignment for personal reference.
6. Anda hanya boleh menghantar tugasan SEKALI sahaja dalam SATU fail. / You can submit
your assignment ONCE only in a SINGLE file.
7. Tugasan anda hendaklah diserahkan antara 9hb-17hb Julai 2013. Serahan selepas 17hb
Julai 2013 TIDAK akan diterima. / Your assignment must be submitted between 9th-17th
July 2013. Submission after 17th July 2013 will NOT be accepted.
8. Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain.
Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / Your
2. assignment should be prepared individually. You should not copy another person’s
assignment. You should also not plagiarise another person’s 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.
3. ASSIGNMENT QUESTION
Effective learning of mathematical concepts and skills is facilitated by providing
meaningful hands-on experiences through the use of appropriate manipulative materials.
Research has indicated that long term use of concrete instructional materials (e.g. pattern
blocks, counters, base ten materials, calculators, measuring devices, etc.) in lessons is
positively related to increases in mathematics achievement and improved attitudes toward
mathematics. (Sowell 1989; Suydam and Higgins 1977)
Discuss the role and impact of using manipulatives in the teaching and learning of any
two topics (e.g. Numbers, Operations, Measures, Shapes) from Level One (Year 1 to
Year 3) Primary Mathematics Curriculum for Malaysian schools. Compile a report on
the range of manipulatives, activities that can be used, ways to help children construct
meanings and make connections between mathematical concepts as well as the role and
impact of using various kinds of manipulatives in mathematics lessons.
Carry out the following tasks to complete your assignment:
• Select two topics and focus on the mathematical concepts or skills to be
discussed. Search for relevant supporting literature from various sources
regarding the range of manipulatives available, activities that can be organised,
role and impact of using manipulatives in lessons, etc. for the topics chosen.
• Identify and describe in detail, two examples of manipulatives that have impacted
positively the teaching and learning of each topic in relation to the mathematical
concepts or skills selected;
• Elaborate on suitable activities (one example for each manipulative chosen) and
the impact of using the respective manipulatives pertaining to the concepts to be
acquired;
• Suggest ways to promote successful learning when planning mathematics lessons
that include the use of concrete manipulatives;
• Summarise your points in the form of a written report using a suitable format.
Submit relevant supporting documents, References in APA Format, graphic
organisers, drawings, photographs, etc. as Appendices in your report.
5. Assignment Guidelines (Content and Scoring)
CODE COURSE : HBMT2103 V2
SEMESTER : MAY 2013
Criteria
Weig
ht
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks0 1 2 3 4
Introduction:
Brief introduction
on scenario of
task:
Definition or
explanation of
manipulatives/
Significance of
using
manipulatives in
the teaching-
learning of
elementary
mathematics.
1 No introduction
given.
Poor introduction on
scenario of task given:
Vague definition/
explanation of
manipulatives for the
teaching-learning of
elementary
mathematics/
Significance of using
manipulatives in the
teaching-learning of
elementary
mathematics.
Superficial introduction
on scenario of task
given: Superficial
definition/explanation of
manipulatives for the
teaching-learning of
elementary mathematics/
Significance of using
manipulatives in the
teaching-learning of
elementary mathematics.
Clear introduction on
scenario of task given:
Clear definition/
explanation of
manipulatives for the
teaching-learning of
elementary
mathematics/
Significance of using
manipulatives in the
teaching-learning of
elementary
mathematics.
Very clear
introduction on
scenario of task
given: Very clear
definition/explanatio
n of manipulatives
for the teaching-
learning of
elementary
mathematics/
Significance of
using manipulatives
in the teaching-
learning of
elementary
mathematics.
4
Content (i):
Description of
examples of
manipulatives
identified and
relevance of
examples used
based on two topics
chosen with respect
to the two
manipulatives
selected.
2 There is no
description of
examples
identified and
no mention of
topics or
mathematical
concepts
selected.
Brief mention/poor
description of two
examples of
manipulatives
identified for each topic
chosen with reference
to the two topics or
mathematical
concepts/skills
selected.
Superficial description
of two manipulatives
identified for each topic
chosen in relation to the
two topics or
mathematical
concepts/skills selected.
Clear description of
two relevant examples
of manipulatives
identified for each
topic chosen in
relation to the two
topics or mathematical
concepts/skills
selected.
Very clear and
detailed description
of two relevant
examples of
manipulatives
identified for each
topic chosen in
relation to the two
topics or
mathematical
concepts/skills
selected.
8
6. Criteria
Weig
ht
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks0 1 2 3 4
Content (ii):
Elaboration on
suitable activities
involving the use
of the chosen
manipulatives
and the impact of
using the
respective
manipulatives
pertaining to the
topics selected.
2 No activities
given.
All/most of the
activities given were
not suitable.
Elaboration and
discussion of the
activities given did not
reflect the impact of
using the respective
manipulatives
pertaining to the
topics/mathematical
concepts or skills
selected.
Only some of the
activities given were
suitable.
Elaboration and
discussion of some of the
activities given reflected
partially the impact of
using the respective
manipulatives pertaining
to the
topics/mathematical
concept or skills
selected.
Most of the activities
given were suitable.
Clear elaboration and
discussion of the
activities given
reflected clearly the
impact of using the
respective
manipulatives
pertaining to the
topics/mathematical
concept or skills
selected.
All the activities
given were suitable.
Very clear
elaboration and
discussion of
relevant activities
given reflected very
clearly the impact of
using the respective
manipulatives
pertaining to the
topics/mathematical
concept or skills
selected.
8
Content (iii):
Discussion:
Suggestions on
how to promote
successful learning
when planning
lessons that include
the use of concrete
manipulatives with
respect to topics
chosen.
2 No suggestions
on ways to
promote the
use of concrete
manipulatives
in mathematics
lessons
highlighted/
discussed.
Suggestions discussed
lacked focus and were
not related to the
concrete manipulatives
described and topics /
mathematical concepts
or skills chosen.
Suggestions on ways to
promote successful
learning using
manipulatives in lessons
briefly discussed with
respect to the concrete
manipulatives described
and topics/mathematical
concepts or skills
chosen.
Suggestions on ways
to promote successful
learning using
manipulatives clearly
discussed with respect
to the concrete
manipulatives
described and
topics/mathematical
concepts or skills
chosen.
Suggestions on ways
to promote
successful learning
using manipulatives
very clearly
discussed with
respect to the
concrete
manipulatives
described and
topics/ mathematical
concepts or skills
chosen.
8
Evaluation:
Summary:
• Literature
review
1 No literature
review was
done.
Literature review done
was literally copied
from the source/
improper referencing
provided.
Literature review was
poorly done, disjointed
sentences and improper
referencing provided.
The literature review
was adequately done
using proper
referencing and clear
language.
The literature review
was well done,
smooth flow of
language and
accurate referencing
was used.
4
7. Criteria
Weig
ht
Missing
Item
Weak Partially Meets
Standards
Meets
Standards
Exceeds
Standards Max
Marks0 1 2 3 4
• Graphic
organisers
• Diagrams/
Photographs/Pi
ctures, etc.
No summary
given.
No illustrations
provided.
Poor summary given.
No graphic organiser
used.
No illustrations
attached.
Brief summary of points
in written and graphic
form.
Some examples of
manipulatives illustrated.
Good summary of
points in written and
graphic form.
Most of the examples
of manipulatives
clearly illustrated.
Very good summary
of points in written
and graphic form.
All examples of
manipulatives fully
illustrated.
Conclusion:
Brief conclusion on
the role and impact
of using
manipulatives in
the teaching-
learning of
elementary
mathematics.
1 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.
4
Organisation:
(Format/ Writing
of report)
1 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.
4
TOTAL MARKS 40
* Wajaran adalah berat sesuatu bahagian bergantung pada kepentingan maklumat yang diperlukan.
8. Lampiran II: CONTOH PANDUAN PELAJAR 1
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 ‘Role and Impact of manipulatives in the
teaching-learning of elementary mathematics’ untuk mendapatkan pelbagai
maklumat berkaitan tugasan.
3. Melakukan lawatan ke pust sumber/sekolah bagi mendapatkan maklumat
berkaitan tugasan.
4. Membincangkan dengan guru matematik sekolah anda atau sekolah lain bagi
mendapatkan khidmat nasihat dan bantuan yang diperlukan untuk meningkatkan
pengalaman pembelajaran.
5. Menggunakan gambar foto/lakaran untuk membantu anda menjelaskan hujah
jawapan tugasan.
Lampiran III: CONTOH PANDUAN TUTOR
1. Tutor adalah diminta agar dapat membantu para pelajar dalam hal penyediaan
penulisan.
2. Mencadangkan Format yang sesuai bagi setiap sub tajuk.
3. Memeriksa dan menanda tugasan pelajar dan seterusnya memberi markah dan
memasukkan markah ke dalam OMES.
4. Mencadangkan buku-buku rujukan untuk panduan pelajar. Sila cadangkan buku-
buku rujukan mengikut bidang.
5. Cadangkan laman web untuk rujukan yang berkaitan dengan soalan tugasan.
Cetak serta lampirkan artikel bersama tugasan.
6. Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau
laman web dengan betul. Guna gaya APA.
9. LAIN-LAIN PANDUAN MENGIKUT KEPERLUAN KURSUS DAN KREATIVITI
SME
References /Suggested Websites:
1. Bennett, A. B. Jr. and Nelson. L. T. (2004). Mathematics for elementary
teachers: An activity approah. 6th ed. USA: McGraw-Hill.
2. Cathcart, W.G., Pothier, Y.M., Vance,J.H. and Bezuk, N.S. (2000).
Learning mathematics in elementary and middle schools. 3rd. ed.
3. Kennedy, L.M., Tipps, S., and Johnson, A. (2004). Guiding children’s
learning of mathematics. 10th ed. USA: Wadsworth.
4. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary
teachers. USA: Routledge.
5. Ministry of Education (2003). Curriculum Specifications. Mathematics (Year 1 –
3). Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia.
6. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: John Wiley
& Sons, Inc.
7. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics.
Raising the standards. USA: Wadsworth.
8. Smith, S. S. (2008). Early childhood mathematics. 4th edition. USA:
Pearson Allyn & Bacon.
9. http://www.k12.wa.us
10. http://www.iched.org/cms/scripts/page.php?
site_id=iched&item_id=math_manipulatives
10. LAIN-LAIN PANDUAN MENGIKUT KEPERLUAN KURSUS DAN KREATIVITI
SME
References /Suggested Websites:
1. Bennett, A. B. Jr. and Nelson. L. T. (2004). Mathematics for elementary
teachers: An activity approah. 6th ed. USA: McGraw-Hill.
2. Cathcart, W.G., Pothier, Y.M., Vance,J.H. and Bezuk, N.S. (2000).
Learning mathematics in elementary and middle schools. 3rd. ed.
3. Kennedy, L.M., Tipps, S., and Johnson, A. (2004). Guiding children’s
learning of mathematics. 10th ed. USA: Wadsworth.
4. Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for primary
teachers. USA: Routledge.
5. Ministry of Education (2003). Curriculum Specifications. Mathematics (Year 1 –
3). Kuala Lumpur: Bahagian Perkembangan Kurikulum Malaysia.
6. Reys, et. al (2004). Helping children learn mathematics. 7th ed. USA: John Wiley
& Sons, Inc.
7. Sgroi, L. S. (2001). Teaching elementary and middle school mathematics.
Raising the standards. USA: Wadsworth.
8. Smith, S. S. (2008). Early childhood mathematics. 4th edition. USA:
Pearson Allyn & Bacon.
9. http://www.k12.wa.us
10. http://www.iched.org/cms/scripts/page.php?
site_id=iched&item_id=math_manipulatives
