TEACHING AIDS FOR MATHEMATICS

TEACHING AIDS
Something a classroom teacher uses in her class to help students : improve reading and other skills (basic skills)

reinforce a skill to make learning fun

Things used in the classroom to aid teaching and training Ways that teachers can do to make students experience a more interesting and memorable learning

IMPORTANCE OF TEACHING AIDS

To achieve the curriculum objectives To support the lesson plan and assist learning To increase students attention on the lesson To produce a more student-centered activity/lesson To enhance an effective interaction between students

 To help students easily remember what they had learnt To help students learn effectively through the process To help students understand the concept easily
Teaching aids use the senses of hearing (audio tapes, CDs) and sight (visual aids such as handouts, worksheets, overhead transparencies, videotapes and PowerPoint). Research indicates that whilst only about 12% of what we learn comes from hearing, 75% comes from what we see

To make the lesson more interesting

TYPES OF TEACHING AIDS

1) VISUAL AIDS visual representations which support presentations in the form of text, cartoons, graphs, illustrations, photographs etc

2) AUDIOVISUAL AIDS interactive tools which support presentations in the form of video, audio, animation etc

i. Overheads Presentation Also known as OHPs, slides or transparencies. They are pictures or writing printed, written or drawn onto a sheet of acetate. This can be placed on the bed of an overhead projector and via light and magnification technology an image is projected onto a white wall or screen. ADVANTAGES: - good for large gropus, easy to create, easy to transport, provide an informal atmosphere, open to interaction with groups, easy to update DISADVANTAGES: - impermanent; they yellow with age, require less common equipment

ii. Flipcharts A large group of papers that are attached at the top so that the papers can be flipped over one at a time to show a new page of paper. Flip charts are often placed on an easel, which allows the teacher to easily move it. A teacher can use a flip chart when she is showing different parts of a lesson, stages in the process of something, steps of something, or the progress of a story as it unfolds ADVANTAGES: - easy and inexpensive to make and update, portable and transportable, left in view of the audience, good for interaction with the audience DISADVANTAGES: - unsuitable for large groups, anxietyprovoking for facilitator with poor handwriting or poor spelling

iii. Photographic slides

Also known as photo transparencies. These need special equipment (a projector and a carousel) usually with a trigger mechanism to allow you to move to the next slide. The slides are loaded into the carousel, the first slide is projected at the appropriate time and the rest in sequence either manually or automatically by the speaker with a remote control. ADVANTAGES: - professional in appearance - good for large groups DISADVANTAGES: - formal and impersonal - shown in the dark - not good for discussion and interaction - more difficult to update than other visual aids - require special equipment

iv. Resource packs and handbooks Handouts Resource pack a collection of documents which supports the teaching or training. It is best to present them in a labelled folder. Handbook a collection of supporting documents but the material is bound together in a book. They are both integrated and comprehensive so that the learner has all the materials together. Handouts material is all given out at once, usually at the beginning of the training. It may also contain information on subjects not covered in the classroom sessions.

Why use Audiovisuals? attracting attention developing interest adjusting the learning climate increasing understanding promoting acceptance (of an idea) introducing hands-on activity

Some of the more common audio-visual aids are: films and videotapes audio-cassettes computers Videos, DVDs

i.

Videos, DVDs and audio tapes Can be useful ways of reinforcing, introducing or filling in detail on the subject being taught. These can be shown to the class as substitute for a lecture or presentation. They can also be used more interactively as follows:
they can be used in conjunction with an exercise sheet which requires the class to fill in details from the visual experience

ADVANTAGES: - professional in appearance - good for large or small groups DISADVANTAGES: - more expansive than other visual aids - requires special equipment - not good for discussion and interaction - require accurate cueing

CHARACTERISTICS OF TEACHING AIDS

Dont have too much information on a slide Use a large font size (ideally at least 20pt) and a font that is easy to read Take note on the writing format (words print) Use pictures, cartoons, illustrations, photos and diagrams to make the lesson more interesting Font colour should be contra from the background colour Do not use striking colours

 Teaching aids should be simple but interesting and attractive Teaching aids should be user friendly Teaching aids should be well related to the lesson plan (use it optimum) With hearing impairment students, use microphones and speakers to teach audio

CATEGORIES OF TEACHING AIDS

Commercial Material Recycle Material Teachers Made Material Of Mathematics Games

Commercial Material
any kind of students Suitable for the subject easy to handle Commercial material beli Recycle material

Sheet Metal Math

Math Drill Cards

Geometro materials first

RECYCLE MATERIALS

TEACHERS MADE
Teacher make by themself. Teacher create the suitable teaching aids for their class. Teacher design by themself. Teacher use their creativity in making teaching aids for their students.

 Teacher use many and different of materials. Example : commercial material and recycle material. Teacher present their teaching aids in the class. Teacher use teaching aids in teaching and learning process.

Material of Mathematics Games

PENGENALAN
Pengajaran dan pembelajaran matematik perlu memberi peluang kepada semua murid untuk mengalami pembelajaran yang seronok, bermakna, berguna dan mencabar. Bagi tujuan ini, penggunaan pelbagai teknik pengajaran dan pembelajaran dan latihan perlu berperingkat, bermakna dan sesuai dengan kebolehan, pengalaman serta minat murid. Ahmad Hozi H. A. Rahman (Ketua Penolong Pengarah, Bidang Sains dan Matematik, Pusat Perkembangan Kurikulum)

 Permainan matematik juga termasuk dalam salah satu pendekatan pembelajaran berpusatkan murid dan amat sesuai untuk dijalankan kepada murid yang mengalami masalah dalam pembelajaran matematik. Menurut (DAgustine, 1973), permainan adalah satu kaedah yang dapat mengembangkan daya kreativiti dan memupuk minat murid terhadap matematik (http://mujahid.tripod.com). Ianya dapat mengurangkan rasa bosan dan jemu semasa menyelesaikan masalah matematik.

 Penggunaan permainan matematik sebagai kaedah pengajaran dan pembelajaran dalam dan luar bilik darjah adalah berlandaskan prinsip bermain sambil belajar. Contohnya permainan dan simulasi boleh dilakukan ketika menyelesaikan soalan penyelesaian masalah yang melibatkan kehidupan seharian.