1. COURSE CURICULUM DESIGN AND INSTRUCTIONAL PLAN
Faculty : FACULTY OF SCIENCE AND
MATHEMATICS
Department : MATHEMATICS
Semester : 1
Session : 2014/2015
Course name: INTEGRATING INFORMATION AND COMMUNICATION
TECHNOLOGY IN MATHEMATICS CLASSROOM
(Integrasi Teknologi Maklumat dan Komunikasi dalam Pengajaran
Matematik)
Course code : SME6054
Credit hours : 4
Prerequisite : NONE
LECTURER’S INFORMATION:
Name Room No. Tel. No Email
DR.NOR’AIN MOHD. TAJUDIN BLOK 1 ARAS 3
PROTON CITY
015-
48117430
@
012-
3865221
norain@fsmt.upsi.edu.my
COURSE SYNOPSIS:
The focus of this course is on the use and the integration of information and communication
technology (ICT) in mathematics classrooms to explore mathematical concepts, test conjectures,
solve mathematical problems and organize pedagogical demonstration. In addition to critically
examining why, what, when and how ICT can be used in mathematics classroom,the course seeks
to deepen students’ understanding of mathematical concepts and processes through the use of
ICT.
(Kursus ini menfokuskan tentang penggunaan teknologi maklumat dan komunikasi (ICT) dalam
pengajaran Matematik bagi menerokai konsep-konsep matematik, menguji konjektur-konjektur,
menyelesaikan masalah matematik dan menyusun-atur demontrasi pedagogi. Di samping
menyiasat secarakritis mengapa, apa, bila dan bagaimana ICT boleh digunakan dalam pengajaran
matematik, kursus ini juga membolehkan pelajar memahami lebih mendalam tentang konsep-
konsep dan proses matematik melalui penggunaan ICT.)
Head of department‘s
Verification:
Date:
2. COURSE OBJECTIVES:
In the final course, the students will suppose to:
1. Appreciate the contributions of ICT in mathematics learning
2. Analysis the development of ICT in secondary school curriculum and its impact on
mathematics teaching and learning.
3. Understand why, what, when and how ICT can be used in mathematics classroom
4. Use ICT in mathematics classroom effectively.
5. To produce an effective teaching material using ICT. .
LEARNING OUTCOMES:
At the end of this course, students should be able to:
1. Analyze the development of ICT in secondary school curriculum and its impact on
mathematics teaching and learning. (C4)
2. Evaluate critically why, what, when and how ICT can be used in mathematics classroom.
(C5, CT4)
3. Plan for effective ICT use in teaching of mathematics in secondary school. (C5, P4)
4. Appreciate the contributions of ICT in mathematics learning. (A3)
5. Work productively in different kinds of team (formal, informal and project-based). (TS3)
MAIN REFERENCES:
Lederman, N., & Neiss, L. (2000). Technology for technology’s sake or for the improvement of
teaching and learning? School Science and Mathematics, 100(7), 345–348.
ADDITIONAL REFERENCES:
Kerrigan, J. (2002). Powerful software to enhance the elementary school mathematics
program. Teaching Children Mathematics, 8(6), 364–377
Oldknow, A., & Taylor, R. (2003). Teaching Mathematics Using Information and
Communication Technology. London: Continuum.
METHODSOF TEACHING
Interactive Lecture, demonstration, presentation, class and group discussions.
3. METHODSOF SOFT SKILLS EMBEDDED
Activity
Communication
Skill
(KOM)
Thinking and
Problem
Solving Skill
(KBKM)
Life Long
Learning and
Information
Management
Skill
(PBPM)
Team
Work
Skill
(PSK)
Leadership
Skill
(PIM)
Professiona
l
Ethic
(ETIK)
Entrepreneurshi
p Skill
(KU)
Assignment
COURSE EVALUATION:
Your grade will be based on the assignments and a group project. The distribution is as follows:
Assignment 1 (Essay on The use of Technology in
Mathematics
10%
Assignment 2 (Graphing Calculator) 20%
Assignment 3(GSP and GeoGebra) 20%
Assignment 4 (School-Based Research) 20%
Final Exam 30%
You are expected to attend all meetings of the class. Attendance will be taken at the beginning of
each class. Please take note that if you have one absent without any valid reason, you will get a
verbal warning. A warning letter from the Head of the Department will be issued if you miss the
class for the second time. If more than four times you will be bared for the final exam. If you must
miss a class, plan to get notes for that day from a classmate.
4. GRADING SCALE
Grade Points Interval GPA/CGPA Rank
A 80 – 100 4.00 Excellence
A- 75 – 79 3.70 Excellence
B+ 70 – 74 3.40 Credit
B 65 – 69 3.00 Credit
B- 60 – 64 2.70 Credit
C+ 55 – 59 2.40 Pass
C 50 – 54 2.00 Pass
C- 45 – 49 1.70 Weak Pass
D+ 40 – 44 1.40 Weak Pass
D 35 – 39 1.00 Weak Pass
F 0 – 34 0 Fail
SOFT SKILL GRADING SCALE:
Scale Criteria
5
Has attained the elements of soft skills at the level of
excellence
4 Has attained the elements of soft skills at a good level
3 Has attained the elements of soft skills at a satisfactory level
2
Has attained the elements of respected soft skills at a
minimum level
1 Poor and need to improve
5. 14-WEEK TEACHING SCHEDULE
Week Chapter/Topic
Learning Outcomes T&L Activities Soft
Skills
Reference
1 - 2
Introduction to
SME6054 –
course content
and evaluation
Development of
ICT and its impact
on mathematics
teaching and
learning in
secondary school
curriculum, CAI,
CAL, technology
tools, mathematics
software
Assignment 1
Analyze the development of ICT in
secondary school curriculum and its
impact on mathematics teaching and
learning.
Interactive
Lecture,
class and group
discussions/
presentation
PBPM Lederman,
N., &
Neiss, L.
(2000).
3 - 5
Graphing
Calculator (GC)in
teaching and
learning
mathematics
Assignment 2 and
4
Applying and presenting mathematics
topics through GC.
Evaluate critically why, what, when and
how GC can be used in mathematics
classroom.
Plan for effective use in teaching and
learning mathematics in the classroom.
Plan for effective use in teaching and
learning mathematics in the classroom.
Develop an interactive mathematics lesson
based on an appropriate mathematics
topic
Interactive
Lecture,
demonstration,
class and group
discussions/
presentation
PBPM
Oldknow,
A., &
Taylor, R.
(2003).
6 - 9
Geometer
Sketchpad (GSP)
and GeoGebra
(GG)in teaching
and learning
mathematics.
Assignment 3 and
4
Applying and presenting mathematics
topics through GSP and GG.
Evaluate critically why, what, when and
how GSP and GG can be used in
mathematics classroom.
Plan for effective use in teaching and
learning mathematics in the classroom.
Plan for effective use in teaching and
learning mathematics in the classroom.
Develop an interactive mathematics lesson
based on an appropriate mathematics
topic.
Interactive
Lecture,
demonstration,
presentation,
class and group
discussions/
presentation
PBPM,
PSK,
KOM &
ETIK
Kerrigan, J.
(2002).
10 - 13
Project
Presentation
Individual Project
Presentation
Assignment 4
Plan for effective use in teaching and
learning mathematics in the classroom.
Presentation,
class and group
discussions/
PBPM,
PSK,
KOM &
ETIK
Kerrigan, J.
(2002).
Oldknow,
A., &
Taylor, R.
(2003).
