ASSIGNMENT/ TUGASAN

_________________________________________________________________________
HBMT2203_V2
TEACHING OF ELEMENTARY MATHEMATICS PART II/
PENGAJARAN MATEMATIK SEKOLAH RENDAH BAHAGIAN II
SEMESTER SEPTEMBER 2019

SPECIFIC INSTRUCTION / ARAHAN KHUSUS

1. Answer in ENGLISH LANGUAGE or MALAY LANGUAGE /

Jawab dalam BAHASA INGGERIS atau BAHASA MELAYU.

2. Number of words : <2500 – 3000 words> excluding references /

Jumlah patah perkataan : <2500 – 3000 patah perkataan> tidak termasuk rujukan.

3. Submit your assignment ONCE only in a SINGLE file /

Hantar tugasan SEKALI sahaja dalam SATU fail.

4. Submit your assignment ONLINE /

Tugasan ini dihantar secara ONLINE.

5. Submission date: 4th November 2019 until 17th November 2019>

Tarikh penghantaran: 4hb November 2019 hingga 17hb November 2019.

6. This assignment accounts for 60% of the total marks for the course /
Tugasan ini menyumbang sebanyak 60% dari jumlah markah kursus.

ASSIGNMENT QUESTION

Problem solving, as underlined in the Malaysian Primary Mathematics Curriculum, is the

main focus in the teaching and learning of mathematics. As such, the teaching-learning

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process must include exercises on problem solving skills which are comprehensive and cover
the whole curriculum.

Summarise information from various sources on types of problems, problem-solving skills,

useful problem-solving strategies and approaches for teaching problem solving in
elementary mathematics.

Discuss the importance and challenges of teaching problem-solving at primary level.

Suggest creative ways to help children develop problem solving skills through the use of
suitable activities and resources such as puzzles, games, etc. Your discussion should touch
on examples from at least TWO areas covered in the Primary Mathematics Curriculum e.g.
Numbers, Measures, Shape and Space and Statistics.

[Total: 60 marks]

SOALAN TUGASAN

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Penyelesaian masalah, seperti yang digariskan dalam Kurikulum Matematik Sekolah Rendah
Malaysia, merupakan fokus utama dalam pengajaran dan pembelajaran matematik. Justeru,
proses pengajaran-pembelajaran mesti merangkumi latihan mengenai kemahiran
penyelesaian masalah yang komprehensif dan meliputi keseluruhan kurikulum.

Ringkaskan maklumat daripada pelbagai sumber mengenai jenis masalah, kemahiran

penyelesaian masalah, strategi menyelesaikan masalah yang bermanfaat dan pendekatan
untuk mengajar penyelesaian masalah dalam pembelajaran matematik rendah.

Bincangkan kepentingan dan cabaran mengajar penyelesaian masalah di peringkat sekolah

rendah. Cadangkan cara-cara kreatif untuk membantu kanak-kanak memperkembangkan
kemahiran penyelesaian masalah melalui penggunaan aktiviti dan resos yang sesuai seperti
teka-teki, permainan, dll. Perbincangan anda harus menyentuh kepada contoh-contoh yang
berdasarkan sekurang-kurangnya DUA bidang dalam Kurikulum Matematik Sekolah Rendah
iaitu Nombor, Pengukuran, Ruang dan Bentuk dan Statistik.

[Jumlah: 60 markah]

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HBMT2203_V2 /TEACHING OF ELEMENTARY MATHEMATICS PART II/ SEPTEMBER 2019
Weight/
Criteria/Kriteria
Pemberat
Introduction:
Brief introduction on
scenario of
assignment:
Definition or explanation of
problem solving
Significance of acquiring
problem solving skills in the
learning of mathematics.
Summary:
Summary from various
sources:
 types of problems,
 problem solving skills,
 useful problem solving
strategies, and
 approaches for teaching
problem solving in
elementary
mathematics.
Excellent/Cemerlang
4 3
Very clear introduction on
scenario of assignment
given: Very clear
definition/explanation of
problem solving in the
learning of mathematics;
1 Very clear explanation on
significance of acquiring
problem solving skills in the
learning of mathematics.
Very clear and illustrated
description of:
 types of problems,
 problem solving skills,
 useful problem solving
strategies, and
 approaches for teaching
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problem solving in
elementary mathematics.
ATTACHMENT
ASSIGNMENT RUBRICS
Unsatisfactory/
Tidak memuaskan
Good/Baik Fair/Sederhana Poor/Lemah Or/atau
Max
No response/
Marks
Tiada respons
2 1 0
Clear introduction on Superficial introduction Poor introduction on No introduction
scenario of assignment on scenario of scenario of assignment given.
given: Clear definition/ assignment given: given:
explanation of problem Superficial definition/ Vague definition/
solving in the learning of explanation of problem explanation of problem
mathematics; solving in the learning of solving in the learning
Clear explanation on mathematics; of mathematics; 4
significance of acquiring Brief mention of No mention of
problem solving skills in the significance of acquiring significance of
learning of mathematics. problem solving skills in acquiring problem
the learning of solving skills in the
mathematics. learning of
mathematics.
Clear description of: Superficial description Brief mention/poor There is no
 types of problems, of: description of: summary done.
 problem solving skills,  types of problems,  types of problems,
 useful problem solving  problem solving skills,  problem solving
strategies, and  useful problem solving skills,
 approaches for teaching strategies, and  useful problem
problem solving in  approaches for solving strategies,
elementary mathematics. teaching problem and
solving in elementary  approaches for
mathematics. teaching problem
solving in
elementary
mathematics.
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Discussion:
Elaboration on
 importance
 challenges of teaching
problem solving at
primary level.
Suggestions:
Elaboration on:
1. Creative ways to help
pupils develop problem
solving skills using:
 puzzles
 games, etc.
2. Suitability/ Relevance of
Activities/ Manipulatives/
Resources given
3. Examples taken from any
two areas.
Conclusion:
Brief conclusion on the
impact/ benefits of
developing problem solving
skills creatively in the
learning of mathematics.
Organisation:
(Format/ Writing of report)
Elaboration on the
importance and challenges
of teaching problem solving
at primary level given.
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Four points discussed for
both aspects.
Suggestions on three
creative ways from two or
more areas chosen to help
pupils develop problem
skills using puzzles, games,
etc. very clearly discussed.
Relevant activities/
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manipulatives/ resources
given.
Examples given were taken
from any two or more areas
stipulated. Three examples
given for each area chosen.
Very clear, coherent and apt
conclusion written.
1 4
1 Creative and interesting
representation of ideas
noted in report.
Able to link all the
suggestions to the
points/examples
highlighted.
Four or more relevant
supporting documents
Elaboration on the
importance and challenges
of teaching problem solving
at primary level given.
Three points discussed for
both aspects.
Suggestions on two creative
ways from any two areas
chosen to help pupils
develop problem skills using
puzzles and games clearly
discussed.
Majority of activities/
manipulatives/ resources
given were relevant.
Examples given were taken
from any two areas
stipulated. Two examples
given for each area chosen.
Clear conclusion written.
Clear and systematic
representation of ideas
noted in report.
Able to link most
suggestions to the
points/examples highlighted.
Three relevant supporting
documents submitted
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Elaboration on the Elaboration on either No importance or
importance and the importance or challenges given.
challenges of teaching challenges of teaching
problem solving at problem solving at
primary level given. primary level given.
Two points discussed for Only one point
both aspects. discussed for any one
aspect.
Suggestions on one Suggestions discussed No suggestions on
creative way from any lacked focus and were creative ways to
one area chosen to help not related to creative help pupils
pupils develop problem ways to help pupils to develop problem
skills using puzzles or develop problem skills. solving skills
games briefly discussed. discussed.
Some relevant activities/ Activities/resources/
manipulatives/resources manipulatives given No suitable
given. were not suitable. activities/
manipulatives/
Examples given were Examples given were resources given.
taken from any two taken from only one
areas stipulated. One learning area. No examples taken
example given for each from any two areas
area chosen. as required.
Weak conclusion, poor No clear conclusion No conclusion
wrapping-up. given; abrupt end to provided.
piece of writing.
Poor representation of Disjointed piece of No attempt at 4
ideas in report writing submitted. organising piece of
submitted. Unable to link work observed.
Haphazard/weak suggestions to the No supporting
attempt to link some points/examples documents
suggestions to the highlighted. submitted.
points/examples Only one supporting
highlighted. document submitted.
Two supporting
 submitted. documents submitted.

Total/ Jumlah 15 60

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