Form 3 Asgment

7/31/2019 Form 3 Asgment

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PENYERAHAN DAN PENILAIAN TUGASAN

ASSIGNMENT SUBMISSION AND ASSESSMENT

________________________________________________________________________

HBMT 4103

TEACHING MATHEMATICS IN FORM THREE

MAY 2012

________________________________________________________________________

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 inMalayorEnglish.

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 menyalinsoalan 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

assignmentONCE only in a SINGLE file.

7. Tugasan anda hendaklah diserahkan antara 27hb Jun hingga 9hb Julai 2012 (ONLINE) Serahanselepas 9hb Julai 2012 TIDAK akan diterima. / Your assignment must be submitted between

27th June 2012 until 9th July 2012. Submissionafter 9th July 2012 willNOTbe accepted.

8. Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Andajuga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri. / Your assignment

should be prepared individually. You should not copy another persons assignment. You shouldalso not plagiarise another persons work as your own.


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SOALAN TUGASAN /ASSIGNMENT QUESTION

The van Hiele levels of geometric thinking developed in 1984 by two Dutch educators, Dina

van Hiele-Geldof and Pierre van Hiele provides useful information for teachers to plan

instruction on geometry that is appropriate and relevant to childrens level of thinking. The

van Hieles defined five phases in the learning process through which they believed students must

undergo before advancing to the next level ofgeometric thinking. The five sequential phases of

instruction are: 1) Information; 2) Guided Orientation; 3) Explicitation; 4) Free Orientation;

and 5) Integration.

Based on the phases of instruction, you are to design an instructional model to teach the

properties of cyclic quadrilaterals for Form Three students. In your model, show clearly all

diagrams and describe the instructional steps and questions to be included in the five

sequential instructional phases. Justify your content with the van Hiele theory. State clearly

the learning objectives and learning outcomes of your proposed model. Get TWO

experienced mathematics teachers to evaluate your model and report their comments. State

the weaknesses and strengths of your model.

Discuss how you can extend and modify the example given in your model to teach the

properties of angles, properties of circles, sum of interior and exterior angles of

polygons and trigonometric ratio. Show the modified diagrams.

[Total: 40 marks]


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Van Hiele tahap pemikiran geometri yang dibangunkan pada tahun

1984 oleh dua orang pendidik Belanda, Dina van Hiele-Geldof dan

Pierre van Hielememberi maklumat yang berguna untuk guru-guru untuk

merancang pengajarankepada geometri yang sesuai dan

relevan kepada tahap kanak-kanakberfikir.Hieles van yang ditakrifkan lima

fasa dalam proses pembelajaran di mana mereka percaya pelajar perlu

menjalani sebelum mara ke peringkat seterusnya pemikiran geometri. Lima

fasa pengajaran yang berurutan adalah: 1)Maklumat; 2) Orientasi berpand

u; 3) Explicitation; 4) Orientasi Percuma; dan 5)Integrasi.

Berdasarkan fasa arahan, anda adalah untuk mereka

bentuk model pengajaranuntuk

mengajar sifat quadrilaterals kitaran bagi pelajar Tingkatan Tiga. Dalam

model anda, menunjukkan dengan jelas semua gambar

rajah dan terangkanlangkah-langkah pengajaran dan soalan untuk

dimasukkan ke dalam lima

fasapengajaran yang berurutan. Mewajarkan kandungan anda dengan teori

Van Hiele. Nyatakan dengan jelas objektif pembelajaran dan hasil

pembelajaranmodel yang dicadangkan anda. Dapatkan DUA guru matemat

ik yang berpengalaman untuk menilai model anda dan melaporkan komen

mereka.Menyatakan kelemahan dan kekuatan model anda.

Bincangkan bagaimana anda boleh

melanjutkan dan mengubah suai contoh yangdiberikan dalam

model anda untuk mengajar sifat-sifat sudut, sifat-

sifat bulatan,jumlah dalaman dan

luaran sudut poligon dan nisbah trigonometri. Papar rajahdiubah suai.


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PENILAIAN /EVALUATION

Tugasan ini akan menyumbangkan 40 % markah kepada kursus tersebut dan akan dinilai

berdasarkan kepada Rubrik. / This assignment accounts for40 % of the marks for the course

mentioned and shall be assessed based onthe Rubrics.

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 kandunganantara 10 - 30 % : potongan 20% daripada jumlahmarkah yang diperoleh.

Tugasan dengan pertindihan kandunganantara 31 - 50 % : potongan 40% daripada jumlahmarkah yang diperoleh.

Tugasan dengan pertindihan kandunganlebih 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 withmore than 50% overlap with others:Zero mark would be given.


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RUBRIK TUGASAN / ASSIGNMENT RUBRICS

KOD KURSUS /COURSE CODE : HBMT4103

SEMESTER /SEMESTER : MAY 2012

Criteria Weight

ing

Missing Item Weak Partially Meets

Standard

Meets Standards Exceeds Standard Total

Score

0 1 2 3 4

Learning objectives

and learning outcomes

0.5 Not given. Only the learning

objectives or the

learning outcomes

are given.

Both learning

objectives and the

learning outcomes

are given.

Both learning

objectives and the

learning outcomes

are clearly andcorrectly written.

Both learning

objectives and the

learning outcomes

are clearly andcorrectly written

and have

connection to the

five phases of

instruction.

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Phase 1: Information 1 No diagram. Structure of the

diagram is not

clear.

Diagram is clear. Diagram is clear,

appropriate and

relevant.

Diagram is clear,

appropriate and

relevant.

Question asking

students to name

the diagrams.

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Phase 2: Guided

Orientation

1 The properties of

cyclicquadrilaterals arenot stated

The properties of

cyclicquadrilaterals arenot clearly stated.

The properties of

cyclicquadrilaterals areclearly stated.

The properties of

cyclicquadrilaterals arecorrectly stated.

Questions that

invite chorus

answer only.

The properties of

cyclicquadrilaterals arecorrectly stated.

Questions about the

properties of

quadrilaterals,

circles, etc.

Questions that

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Criteria Weight

ing


Standard


Score

0 1 2 3 4

invite individual

answer.

Phase 3: Explicitation 1.5 No class

discussion.

Discussion

questions are notrelevant to the

properties of cyclic

quadrilaterals.

Discussion

questions arerelevant to the


quadrilaterals but

answers cannot be

indicated explicitly

in the diagram.

Discussion

questions arerelevant to the


quadrilaterals.

Answers to the

questions can be


in the diagram.

Discussion

questions are notrelevant to the


quadrilaterals.

Answers to the

questions can be


in the diagram.

Discussion

questions used

specific words such

as exterior angle,

interior angle,

corresponding to,

and equal to, etc.

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Phase 4: FreeOrientation

1.5 No extra example. Additional exampledoes not have clear

instruction.

No discussion.

Additional examplewith clear

instruction but uses

similar diagram

structure as the first

example.

Discussion question

is direct and invite

chorus answer.

Additional examplewith clear

instruction and the

diagram structure is

different from the

first example.

Discussion question

requires some

computation using

Additionalexamples with clear

instruction. A

variety of diagram

structures are given

to enrich learning.

Discussion question

is thought-

provoking and

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Criteria Weight

ing


Standard


Score

0 1 2 3 4

the properties of

triangles, cycles,

and quadrilaterals.

requires extra

construction.

Phase 5: Integration 0.5 No reflection. Reflection on the

rule that states thatexterior angle is

equal to the

corresponding

interior angle.

Reflection on the

diagram that showsexterior angle is

equal to the

corresponding

interior angle.

Reflection on the

construction of acyclic quadrilateral

that shows exterior

angle is equal to the

corresponding

interior angle.

Reflection on the

construction of acyclic quadrilateral

that shows exterior

angle is equal to the

corresponding

interior angle.

Basic construction

of circle and

quadrilateral are

emphasized.

2

Justification of the

content

1 No justification. Justification not

convincing.

Justification given

is based on van

Hiele theory.

Justification given

is based on van

Hiele theory and

more than one

reason is given.

Justification is

based on van Hiele

theory and is

mathematically

sound.

4

Teachers comments 0.5 No comments. Comments are not

clearly written.

Comments are

clearly written.

Organize comments

into two groups.

Organize comments

into two groups

accompanied by

some comparisonsand justification.

2


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Criteria Weight

ing


Standard


Score

0 1 2 3 4

Modification to

include properties ofangles, properties of

circles, sum of interior

and exterior angles of

polygons andtrigonometric ratio.

1.5 No modification. Modifications show

only one of the

mentioned

properties.

Modifications show

only more than one

but not all of the

mentioned

properties.

Diagrams are

given.

Modifications show

all the mentioned

properties.

Diagrams are

given.

Modifications show

all the mentioned

properties. Clear

diagrams with

instructions are

given to each

modification.

6

Creativity, innovativeand impact 0.5 The activity is notinteresting. The activity is notinteresting. Fail to

demonstrate any

creativity. No

impact on

meaningful

learning.

Demonstratemodest amount of

creative and

innovative ideas to

stimulate students

to learn geometrical

concepts and skills

of the chosen topic

by discovery.

Demonstratesubstantial amount

of creative and

innovative ideas to

stimulate students

to learn geometrical

concepts and skills

of the chosen topic

by discovery.

The creativity andinnovative ideas are

excellent and

beyond expectation.

2

Overall presentation

of the write up

0.5 Not relevant. The work is not

organized.

Show no ability in

discussion.

The work is fairly

well organized.

Show little ability

in discussion.

The work is neat

and organized.

Show substantial

ability in

discussion.

The work is neat

and well organized.

Show outstanding

ability in

discussion.

2

TOTAL MARKS 40


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PANDUAN PELAJAR

Pelajar dinasihatkan:

1. Baca dan fahamkan dua artikel yang disertakan. Buat pencarian lain di internet berkenaan

dengan van Hiele levels of geometric thinking andphases of instruction untuk mendapatkan

pelbagai maklumat untuk menyelenggarakan tugasan.

2. 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 Angles, Circles II,

Polygons, and Trigonometry sebelum anda dapat memberi contoh yang tepat dan sesuai.

3. Membincangkan dengan guru Matematik sekolah anda bagi mendapatkan khidmat nasihat

dan komen yang diperlukan untuk meningkatkan mutu pengajaran pembelajaran.

4. Menggunakan gambar foto/lakaran untuk membantu anda menjelaskan hujah jawapan

tugasan.

5. Cetak serta lampirkan muka surat pertama artikel rujukan bersama tugasan jika berkenaan.

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. Mencadangkan buku-buku rujukan untuk panduan pelajar jika berkenaan.

4. Cadangkan laman web untuk rujukan yang dapat membantu soalan tugasan adalah seperti

berikut.

Ding, L., & Jones, K. (2007). Using the van Hiele theory to analyse the teaching ofgeometrical proof at grade 8 in Shanghai. In European Research in Mathematics

Education V(pp 612-621). Larnaca, Cyprus: CERME. Available at

http:www.lettredelapreuve.it/OldPreuve/.../WG4-Ding_Jones.pdf

Kunimune, S., Fujita, T., & Jones, K. (2010). Strengthening students understandingof proof in geometry in lower secondary school. Proceedings of CERME 6, 756-

765. Available at

http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg5-09-kunimune-et-

al.pdf

5. Tutor perlu bimbing pelajar tentang teknik menulis rujukan sama ada buku atau laman web

dengan betul. Guna gaya APA.
http://www.lettredelapreuve.it/OldPreuve/.../WG4-Ding_Jones.pdfhttp://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg5-09-kunimune-et-http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg5-09-kunimune-et-http://www.lettredelapreuve.it/OldPreuve/.../WG4-Ding_Jones.pdf

Form 3 Asgment

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