MTES3063 Cross-Curricular Elements in Mathematics Curriculum Date : 5 October 2022 - Language - Environmental Sustainabilty - Values - Patriotism - Science and Technology

1. CROSS CURRICULAR
ELEMENTS
OUR TEAM : MUHAMMMAD FARIEZ HAIKAL BIN
ROSMAN
NOR NAJIHAH BINTI AFANDI
NURANIS KHALIDA BINTI NORDIN
DATE : 5 OCTOBER 2022
MTES3063

2. A picture is worth a thousand
words

3. INTRODUCTION
Mathematics
Education
The meaning of mathematics.
Roles of mathematics:
- Individual
- Society
- Country
Importance of Mathematics
Education
- Helps develop analytic thinking
- Develop the ability to think
- Develop logical and critical
thinking
- Helps learned essential skills
DSKP
To develop pupils who are
mathematically inclined with:
● Understanding the
concept of numbers
● Basic calculation skills
● Simple mathematical
ideas
● Competency in applying
mathematical
knowledge and skills
● Solving problems and
making decision
● Born with values to
overcome challenges

4. Introduction of Cross
Curricular Element
Cross-Curricular Elements are value-added
elements applied in the teaching and learning
process other than those specified in the
content standard.
These elements are applied to strengthen the
skills and competency of the intended human
capital, capable of dealing with current and
future challenges.
Skills and competency:
● Thinking competency
● Personal and social competency
● Communication competency

5. LANGUAGE
CROSS CURRICULAR ELEMENT

6. Language Interpretation
MEANS ELABORATE EXAMPLE
The medium language used
should be emphasized in all
subjects.
During the teaching and
learning of each subject, the
pronunciation, sentence
structure, grammar,
terminology, and register of
the language need to be
emphasized to assist pupils in
organizing ideas and
communicating effectively.
For example;
 Avoid mixing two languages
(Malay and English) in one
mathematics sentence
 Practice and identify the
true pronunciation of a word
 Choose and determine one
style of language

7. Environmental
Sustainability
In context of Mathematics, we learn it to appreciate
its admirable and elegant essence. that reveals to us
the fundamental truths that govern our universe in a
way. So, the further goals is make the life sustainable
for our planet and the teacher needs to instill and
nurture it for pupils through teaching and learning.

8. 03
Polar ice melt
Calories in the food
02
Health-obesity
01
Issue in our Daily Environment
Air, Water, Land,
Sound and Soil
Pollution
Global Warming
04 Terrorism
Intelligence agencies to
fight crime

9. “Melting Ice Sheets” Methods
Procedures
1. I ask pupils to build this 3 of
prism and measure (cm) that solid.
2. Then, students have to assume
that each solid is a block of ice.
3. So, the teacher give a question
about ice melt to pupils like
calculate the volume of water
needed to cause a 50 m rise in sea
levels.

10. VALUES
Values are given due emphasis in all the subjects so
that pupils are aware of its importance and practise
them. Actually, values not same with the beliefs. Values
encompass aspects of life like spirituality, humanity and
citizenship to be practised in their daily lives.
Value in Mathematics
1. Ideological values: Rationalism vs Empiricsm
2. Sentimental values: Control vs Progress
3. Sociological values: Openness vs mystery

11. Rationalism
. Have three keys to find truth using
deduction, innate ideas and reason
. Teachers help pupils in the aspects
argument and logical reasoning
Ideological Values: Rationalism vs
Empiricsm
Empiricsm
.Rejects rationalism with use sense
experience and reject innate idea and
induction
. Teachers develop students' practical
skills
.

12. Progress
-Emphasising the ways that
mathematical and scientific ideas grow
and develop, through alternative
theories, development of new methods
and the questioning of existing ideas
-Teachers develop creative imagination
for pupils
Sentimental Values: Control vs Progress
Control
-Emphasising the power of
mathematical and scientific knowledge
through mastery of rules, facts,
procedures and established criteria.
-Teachers develop skill’s pupils from
drills and routines

13. Mystery
❖ Emphasising the wonder,
fascination, and mystique of
mathematical ideas.
❖ Teachers develop imagination of
pupils
Sociological values: Openness vs Mystery
Openness
❖ Emphasising the democratisation
of knowledge, through
demonstrations, proofs and
individual explanations.
❖ Teachers develop skill to pupils in
explain idea

14. This icon in text book functioned as activities in the form of practical training,
projects and fun education to strengthen the skills learned in Mathematics. As an
example, teachers show how the work for bar graph. Then, the teacher ask for pupils
to make bar graph themself with the find own data and build it. So, they using
multiple reference or resource to finish this task. It actually suitable with value of
empiricsm in pupils.
“Teroka Ria” in DSKP Year 4, 5 and 6

15. Science and Technology
Mathematics is just as important as Science and Technology
because it in its own group that significant for world. So, we use
mathematics to Inculcate pupils’ interest in Science and
Technology increasingly on their literacy level in these areas. We
can see Mathematics integrate Science and Technology and make
four areas:
1. Scientific and technological knowledge
2. Scientific skills
3. Scientific behaviour
4. The use of technology in teaching and learning activities

16. STEM in DSKP
STEM
STEM education is crucial to
most countries because of global
environmental and social
impacts of the 21st century. Many
stakeholders and cooperation
from many parties who have
expertise in science, technology,
engineering and mathematics
(STEM) need to solve complex
global issues. STEM skills are
now in demand in most countries
for global economic
development
HOTS
The latest Standard of
Curriculum for Secondary
School (KSSM) has
emphasized and
encouraged the application
of higher-order thinking
skills (HOTS) such as critical
thinking, creative thinking,
problem solving skills and
decision making in science
and mathematics
curriculum

17. PATRIOTISM
CROSS CURRICULAR ELEMENT

18. Patriotism in Mathematics Curriculum
• The feeling of love,
devotion and
sense of
attachment to
one’s country.
• This element
should be
embedded
thoroughly to
ensure the
development of
love towards
Malaysia and pride
as Malaysians.
• The spirit of
patriotism can be
cultivated among
pupils by showing
the appreciation of
Malaysians’
identities
Definition How ?
Importance

19. Patriotism elements in Mathematics
• Patriotism elements in
Mathematics were
shown in Mathematics
Textbook from Year 1
until Year 6.
• Through graphics / images
• Mentioning the tourist attraction and
Malaysian identities
• Fun fact about Malaysia

20. Graphics / Images
Dayak Chinese
and
Kadazandusun
Indian

21. Tourist attraction and Malaysian Identities
Includes
the
national
identity of
Malaysia
and
traditional
delicacies
in
questions.
1
2
3

22. Fun facts about Malaysia
It shows that
football is
one of
Malaysians’
favourite
sports.
Phrase used
to describe
the natural
beauty of
Sabah.
Exposes
traditional
delicacies
of Bajau
people

23. Importance of Cross Curricular Element in
Mathematics Education
Helps in developing better
communication skill.
Improve an individual’s
personality and character in
a good way.
Generates creative and
innovative ideas.
• A good
communication
skill among pupils
would help them
to gain new
knowledge
everyday.
• Pupils would be
able to think
creatively when
solving problems in
daily life hence
increasing their
problem-solving
skill.
• Pupils could fix
their attitudes
and behave
accordingly.

24. Conclusion
We can conclude that the presence of Cross
Curricular Elements in Mathematics Curriculum are
very important as they help in providing more useful
knowledge for the pupils. They would be able to learn
and master mathematical skills and at the same time,
gaining some other common knowledge too. We must
realize that CCE plays an important role to develop
one’s potential and also producing Malaysian citizens
with good knowledge and high moral standard.

25. 03 Z. Z. Kong, Mahirah Rozman & Nur Athirah Ibrahim (2018). Philosophy And
Education in Malaysia.
https://www.slideshare.net/NurAthirahIbrahim2/edup3013kssr-
crosscurricular-elements
British Columbia. (2013). Defining Cross-Curricular Competencies.
https://www.bced.gov.bc.ca/irp/docs/def_xcurr_comps.pd
02
01
REFERENCES
Rosmawati, M., & Ghazali, M. (2020). Elements Across The Curriculum In
Primary School Mathematics Textbooks: A Malaysian Perspective. In
& N. Baba Rahim (Ed.), Multidisciplinary Research as Agent of Change
for Industrial Revolution 4.0, 81(1), 387-397. European Publisher.
https://doi.org/10.15405/epsbs.2020.03.03.46

26. Ozturk, F. (2021) . A Comparative Review of Articles on Education of
Patriotism : A Thematic Analysis. International Journal of Progressive
Education, 17 (6), 154.
02
04
REFERENCES
05
Bushneel, K. (2018) . Learning Mathematics For An Environmentally
Sustainable Future. Association of Teachers of Mathematics.
https://www.atm.org.uk/write/MediaUploads/Journals/MT263/1/MT26311
.pdf