rudyn

1. Teacher acceptance in line of SPN-21?

ð Yes. Can be accepted by the teachers.

ð Teacher well prepared.

ð School management always monitors the teachers under the SPN-21.

ð Teachers are doubtful.

ð Teachers are being given Continuous Professional Development/workshop.

ð Teachers problem – Assessment (bias in validity)

ð How schools provide teachers with tools in teaching? – book, manipulative

ð How schools provide knowledge to the teachers?

ð No.

ð Questions are not centralized –doubtful of validity

ð Teacher without proper workshops

ð Some adminstrator didn’t give proper expalnation to the teachers

ð Assessment – prone to bias.

ð Teacher didn’t know what to assess

ð Extra workload but lack of ino given.

2. Teacher professional development. How MOE develop teachers?

ð 11 workshop / seminar.

ð Organize by UBD – assessment, lesson study, Psychological, PriMes (continuous professional programme for school teacher).

ð Department of school – Active mathematics in Classroom (AMIC), dignostic, Taklimat orientasi SPN-21 (2008) sharing SPN 21 knowledges.

ð Curriculum Department – (according to the subject) How to teach? Syallabus, contents, assessment, resources.

ð CDD monitor SPN-21 in schools.

ð School – CPD. Share with all teachers.

ð Above all those teachers who had attend professional development courses are expected to share their knowledge to their collegue in schools.

3. Different model of curriculum development of linear and cyclic? What? Close to Brunei (linear).

ð Brunei more to linear – evaluate through examination. (exam oriented)

ð Singapore more cyclic.

ð Target too ambitious

(For further detail please refer notes)

4. TIMSS, Brunei didn’t join TIMSS. What do we learn from it? Particularly Singapore.

ð The educational system (national authority provide guideline – high degree of homogeneity and coherence in curriculum coverage- thus teachers more focused)

ð School organisation and environment (high availibility of resources – condusive schools- many specialist mathematics teachers).

ð Mathematics curriculum and curricular implementation (the revised mathematics syllabus place emphasis on the development of mathematical concepts and skills and the abiliy to apply them to solve problems-narrow gap between intended and implemented curriculum-thus the ministry of education are able to closely monitors the implementation of mathematics curriculum).

ð Qualification and working ethos of teachers (certified teachers-highest number or hardworking hours (10 hours a week))

ð Training and professional development of teachers (on-going professional development courses-upgrading teachers-the role of mathematics Educators and the Singapore Mathematical society)

ð Home environment and support (parent high expectations-thus willing to invest in their children education).

ð Students’ attitude and expectation (student enjoy studying mathematics-ambitious to do well in their studies)

ð Fostering interest in mathematics (activities- through competition and enrichment activities e.g visit zoo).

5. What make Brunei do SPN-21? Investigate change, factors. Reasons of change? What are the barriers will be? (Textbook, workbook).

ð Mathematics curriculum change (copying from other countries likes; Singapore as a successful country in mathematics education according to TIMSS even US make Singapore as their example.)

ð Changing demand, expectation and employment pattern within the society.

ð Information revolution across the world (as new demand are being made and opportunities teaching and learning across the world

ð Technology

ð Future

ð Quality education

ð Influence on society

ð Reasons (Advance in mathematics education e.g. method of teaching), concern over poor performance, new technology ICT, economic changes e.g. sufficient knowledge and technologies sophistication, political changes.

ð Possible barriers (differences in values and culture, attempts to retain power, psychological reasons, practical barriers e.g. technical and environment, unreadines in terms of knowledge and financial and material resources.

ð A successful change need increased awareness and knowledge of the planner, administrative powers and teachers.

ð From teacher point of view all department and the ministry of education need a strong bonding and excellent communication.

6. What ate the role of intended and implemented of curriculum? Why curriculum evaluation is very important?

ð Mathematics curriculum evaluation lesson lerned from TIMSS.

ð Harlen four types of evaluation (Intended, Implemented, Evaluation and summative curriculum).

ð Intended (making decision)

ð Updated regularly (curriculum revision )

ð Implemented (method of supporting and monitoring)

ð Trained teachers with content and pedagogical approach.

ð Help ensure alignment is develop instructional materials, including textbooks, instructional guides and ministry notes that are tailored to the curriculum.

ð School inspection or audit.

ð Testing and assessment

ð Curriculum evaluation is important;

ð National standard of achievement of the intended curriculum objectives,

ð Strength and weakness in the curriculum

ð How the curriculum is being implemented

ð Educational achievement is improving or deteriorating

ð (generally to provide feedback to government policy maker and the public)

ð Instrument used to evaluate (teacher interviews, parents interview, student attitude test, list of student responses to the concept of mathematics education).

7. Why mathematics is still very important and in the heart of curriculum? If yes, how teacher differentiate the high and lower ability?

ð Can be integrating with all subjects.

ð Mathematics as a tool in all subjects.

ð Its one of the higher requirement subject. Example: application for high institution.

ð Organizational, social-cultural (parent) and personal factors.

ð Conventional wisdom – everyone accept mathematics is very important.

ð Improve the performance of mathematics – more workshop/seminar/pedagogy.

ð It’s a compulsory subject for any academic requirement.

ð Mathematics is a universal subject.

ð Differentiate low and high ability: Summative Assessment – evaluation pupils performance

ð Pervious results

ð Teachers comments

ð Refer to “the place and aims of mathematics in school”. Answer to why mathematics in the heart of curriculum.

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