SEAMEO Regional Center for QITEP in...
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SEAMEO Regional Center forQITEP in Mathematics
SEAMEO QITEP in MathematicsYogyakarta, 8 October 2016
2016 : QiM UNY
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Imagine the Future.
What kinds of:
knowledge
skills
attitudes
Are needed by our young generation to survive in
the 21st Century and beyond? The Focus must be
on our Students and our Mathematics Classes.
How to help Mathematics Teachers?2016 : QiM UNY
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SEAMEO QITEP in Mathematics
The Southeast Asian Ministers of Education Organization (SEAMEO)Regional Centre for the Quality Improvement of Teachers andEducation Personnel in Mathematics (SEAQiM) is an organizationwhich runs under the flag of SEAMEO and the government ofIndonesia
The Centre has officially joined the family of SEAMEO since 2009with the purpose to develop the capacity of mathematics teachersand other education personnel including school supervisors, andheadmasters across the Southeast Asian region.
2016 : QiM UNY
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VisionTo be a centre of professional leadership in the area of mathematics education for teachers and education personnel within the framework of sustainability in Southeast Asia
MissionTo provide quality professional mathematics education and services for teachers and education personnel in SEAMEO Member Countries
Goals1. To provide high quality education relevant to 21st century skill teaching capability2. To establish extensive networks and collaboration, information exchange and best
practice sharing in the area of mathematics education among SEAMEO MemberCountries
3. To conduct research and development in mathematics education4. To provide intellectual forums on mathematics education innovation5. To provide policy maker with up-to-date data and information on mathematics
education
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What We Do
For the last six years, SEAQiM has conducted several courses,training, workshops, symposiums, and research to address the latestissues in mathematics.
The Centre has also been developing a mathematics regionalassessment under the title of MaRWA (Mathematics Regional WideAssessment). This ongoing project is a collaborative work bySEAQiM, SEAQiS and SEAMOLEC with the support of the MoE of 11SEAMEO Member Countries.
2016 : QiM UNY
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Courses
• Teacher-made Teaching Aids• Joyful Mathematics Learning• Differentiated Instructions• Utilization and Development IT-based Mathematics
Learning• Clinical Supervision• Lesson Study in Mathematics Education• Southeast Asia Mathematics Realistic Education (SEA RME)
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Expert Facilitators
Additionally, the Center invites lecturers and experts to support the training2016 : QiM UNY
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Facility
Mini library with math books and learning resources
2016 : QiM UNY
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Unique Experience
Participants collaboratively learn and work together
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Unique Experience
Participants are not only learning about theories but also can practice it during the training. They have the opportunities to teach in our partner schools.
2016 : QiM UNY
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Unique Experience
Participants are not only learning about theories but also can practice it during the training. They have the opportunities to teach in our partner schools.
2016 : QiM UNY
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Product
Videos of the teaching and the teaching aids are available on our YouTube channel
2016 : QiM UNY
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Product
Videos of the teaching and the teaching aids are available on our youtube channel
2016 : QiM UNY
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Product
We have published journal and magazines
2016 : QiM UNY
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Purpose of National Education (Indonesia)(Pasal 3 UU No 20 Sisdiknas Tahun 2003)
To develop students' potential to become faithful and pious man, noble, healthy, knowledgeable, skilled,
creative, independent, and also to become democratic and responsible citizen.
Spiritual Attitude Core Competence #1: Faithful and Pious
Social AttitudeCore Competence #2: Healthy, independent,
democratic and responsible, etc
Knowledge Core Competence #3: Knowlegeable
Skill Core Competence #4: Skilled and creative, etc
2016 : QiM UNY
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Objective of Math Education
Human Character Formation
Skills for Learning: Learning How to Learn
Knowledge and SkillsTraditional way of calculation
New way of calculation
Pattern on the calculations
Mathematical Thinking:
Extension, Generalization, Anticipation,
Integration, Change the representation for
explaining
Attitude and Values: Beautifulness, Curiosity,
Reasonableness, Appreciation
We should
develop
children who
can use
what they
learned
before with
out our
support. If
they
developed,
they can
reply the
question
what do you
want to do
next.
2016 : QiM UNY
`Source: Isoda (2015)
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2016 : QiM UNY
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Our Challenge
If we agree to help our students to be competence on: (1) Math knowledge, (2) Math Process and (3) good attitude toward mathematics.
How to help our mathematics teachers to be competence in helping their students to be competence on : (1) Math knowledge, (2) Math Process and (3) good attitude toward mathematics.
How?
2016 : QiM UNY
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Shadiq, (2016b): “How to Help Our
Students to LearnMathematics”
1.meaningfully easily?
2.joyfully?
3.to use their heads (think)?
4.to be an independent learner?”
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The Indonesian Scientific Approach (MoEC, 2013)
More on Process Skills (FS)
1. Observing2. Questioning3. Reasoning
4. Collecting or experimenting5. Communicating
2016 : QiM UNY
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The Japanese PSA Steps
1. Problem Posing2. Independent Solving (FS: SA)3. Comparison and Discussion 4. Summary and Integration.
Source: Masami Isoda (2011)
2016 : QiM UNY
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The PSA Includes
1. Enabling students to apply and extend the
learned ideas to new problem situation by/for
themselves (meaningful learning, FS).
2. Teacher must accept any ideas (any
alternative answers, FS) of children if it is
originated from what they already learned but
allows them to talk on their demand.
Source: Masami Isoda (2011).2016 : QiM UNY
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Challenges
It is not easy to change teachers, but we can do it together.
During the teaching, some overseas teachers feel not confident because of language barrier and other factors.
2016 : QiM UNY
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RESULT 2 Source: Shadiq, (2016a)To change and improve the quality of teaching
and learning process from a “typical” or
“traditional” mathematics classroom to the new one and more innovative is not easy.
2016 : QiM UNY
Beliefs about what mathematics is and why it is important (Goos and Vale, 2007:4)
“Mathematics teachers’ beliefs have an impact on their classroom practice, on the ways they perceive teaching, learning, and assessment, and on the ways they perceive
students’ potential, abilities, dispositions, and capabilities.” (Barkatsas and Malone, 2005:71)
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2016 : QiM UNY
Source: Goos and Vale (2007:5). Frei (2008:8) stated that often teachers
feel comfortable teaching the way they were taught.
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Several Questions
1.What is the percentage of the certainty that we are
able to change the paradigm and behavior of
mathematics teachers? What are the arguments?
2.What should be taken into account to increase the
level of certainty of Q#1?
3.What should be taken into account we will increase
the percentage of Indonesian students who can work
on the problems in the high category and advance
level [requires reasoning] from only 5%?
4.How to help Indonesian mathematics teachers?
2016 : QiM UNY
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Teachers need to understand the importance
of math thinking. Teachers cannot teach
what they themselves do not understand.
(Isoda & Katagiri, 2012:37)
Teachers need to experience in ways that
they will be expected to teach it.
Lesson Learnt from QiM (The Real Problem):
How to Change the Real Teaching Practice?
2016 : QiM UNY
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Frei, S. (2008) Teaching Mathematics Today. Huntington Beach: Shell EducationGoos, M.; Stillman, G.; and Vale, C. (2007). Teaching Secondary School Mathematics: Research and
Practice for The 21st Century. NSW: Allen & UnwinIsoda, M. & Katagiri, S. (2012). Mathematical Thinking. Singapore: World Scientific.Isoda, M. (2015). Mathematical Thinking: How to Develop It in the Classroom. Power Point
Presented on: Course on Lesson Study in SEAMEO QITEP in Mathematics.SEAMEO RECSAM (2016). Working paper for SEAMEO Basic Education Standards (SEA-BES):
Common Core Regional Learning Standards in Science and Mathematics. Penang: SEAMEO RECSAM.
Shadiq, F. (2015). How Can SEAMEO QITEP in Mathematics Helps Indonesian Mathematics Teachers to Help Their Students to be Independent Learners in the Case of Disaster Risk Reduction (DRR)? Paper presented on Conference on Science and Mathematics Education (CoSMEd), SEAMEO RECSAM, Penang, Malaysia, 16 – 19 November, 2015. Yogyakarta: SEAMEO QITEP in Mathematics.
Shadiq (2016a). The Opportunities and Challenges on the Teaching and Learning of Mathematics. Experience of SEAMEO QITEP in Mathematics. Power Point Presented on: The Workshop on Promoting Mathematics Engagement and Learning Opportunities for Disadvantaged Communities in West Nusa Tenggara in Australian Embassy, Jakarta, May 12, 2016. Yogyakarta: SEAMEO QITEP in Mathematics.
Shadiq, F. (2016b). The Japanese Problem Solving Approach (PSA). PowerPoint Presented on Course on Joyful Learning for Primary School Teachers. SEAMEO QITEP in Mathematics, Yogyakarta, 24 August – 6 September 2016. Yogyakarta: SEAMEO QITEP in Mathematics.
Reference
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THANK YOU
2016 : QiM UNY