Effective Pedagogies For Mathematics
Kaedah Papan Berfikir (Think Board)
dan
Kaedah Concrete-Pictorial-Abstract
(CPA)
Kaedah Papan Berfikir
(Think Board)
• Giving students the opportunity to think based on
different levels of thinking, whether high or low.
• Make it easier for students to understand a problem
easily because there are 4 ways to answer that can
generate student ideas. Step by step solve problem.
Example Of A Thinking Board :
Example Of A Thinking
Board :
Example Of A Thinking Board :
Kaedah Concrete-Pictorial-
Abstract (CPA)
A method that involves using actual object for children to
add, subtract, multiply or divide. Then, progress to using
pictorial representations of the object and ultimately
abstract symbols
The CPA approach can help children learn new ideas and build
on their existing knowledge by introducing abstract concepts
in a more familiar and tangible way.
Concrete
• Concrete is "doing" stage, using concrete
objects to solve problems. Instead of traditional
methods of teaching math, where a teacher
shows how to solve problems, the CPA
approach brings concepts to life by allowing
children to experience and handle physical
objects themselves. Every new abstract concept
is first learned with "concrete" or physical
experience.
Example :
For example, if the problem is how many bear toy are left
after giving a bear toy to his friend. The students will hold
the bear toy first before giving it to their friend.
Question “Jenny gave her friend a teddy bear. So, how
many bear statues are left?”
Pictorial
• Pictorial is the "seeing" level, using object
representations to solve the problem. This level
encourages children to make mental connections
between physical objects and abstract levels of
understanding by drawing or looking at pictures,
circles, diagrams or models that represent the objects
in the problem.
• It takes students to illustrate the problems in terms of
visual in order to generate the solvings
Examples :
• Drawing models makes it easier for children to understand
concepts. They traditionally find more difficult, such as
fractions, because it helps them visualize problems and make
them easier.
Question "How many more cubes are needed to make it 10
cubes?"
Abstract
Abstract is the "symbolic" stage, where children are
able to use abstract symbols to model problems.
Children are introduced to concepts at the symbolic
level, using numbers, notation, and mathematical
symbols, for example +, -, x, / to show addition,
multiplication, or division.
Examples :
There are 6 apples in a
box. How many apples
in 4 boxes ?
C-Concrete
P-Pictorial
Box 1
Box 2
Box 3
Box 4
A-Abstract
6x4=
24
Learning Mathematics Via
ARM Model
Action: I used various strategies which I
have learnt from this course and also tried
out some new strategies/activities both in
the classroom and in the field. For
example, incorporated dance in the PE
lesson, conducted “Formation of Fractions”
with the pupils
Reflection: I did reflection in the end
of every lesson. This had greatly helped
me to understand my strengths and
areas for development. In addition, I
had discussion with my colleagues in
order to get deeper insights on my
teaching.
‘Modelling: I demonstrated some skills
such as collaborating with each other in
my teaching. For instance, I assigned
some pupils as “ambassadors” to help
their peers in other groups with my
monitoring.
MATHEMATICAL REASONING VIA
INVESTIGATIONS OF CONJECTURES
WHAT IS MATHEMATICAL
REASONING??
● A critical skill that enables students to analyze a
given hypothesis without any reference to a
particular context or meaning.
● Mathematical critical thinking and logical
reasoning are important skills that are required to
solve maths reasoning questions.
TWO MAJOR TYPES IN MATHEMATICAL REASONING
1 2
INDUCTIVE REASONING DEDUCTIVE REASONING
- Aims at developing a - Testing existing theory
theory - Moves from broad
- Moves from specific
observations to broad geneliralizations to
geneliralizations specific observations
WHAT IS
CONJECTURE?
A mathematical statement that has not yet been rigorously
proved. Conjectures arise when one notices a pattern that holds
true for many cases. However, just because a pattern holds true
for many cases does not mean that the pattern will hold true
for all cases.
INDUCTIVE CONJECTURE
1 1² - 1 = 0 3 3² - 1 = 8
JUPITER
Conjuctures?
2 2² - 1 = 3 4 4² - 1 = 15
Answer: n² -
1
DEDUCTIVE CONJECTURE
1 3
segitiga? Sudut pentagon?
Pedalaman
(n-2) x 180
JUPITER
----------------
n
2 4
segiempat? heksagon?
Formula sudut pedalaman di
mana n ialah bilangan sisi Answer: 1. 60, 2. 90, 3. 108, 4.
poligon sekata 120
STEP IN PROVING
CONJECTURE
EXAMPLE
1 1. Conjecture:
The sum of two odd numbers is an even
numbers
2. Test the conjecture either it meets the
statement given
1+ 1 = 2
11+ 19 = 30
23 + 25 = 48
35 + 31 = 66
121 + 11 = 132
3. Determine the conjecture
Conjectures is true
STEP IN PROVING
CONJECTURE
EXAMPLE
2 1. Conjecture:
Every prime number is an odd number
2. Test the conjecture either it meets the statement
given
List of prime number
2, 3, 5, 7, 11,13, 17 …
* 2 is and even number
3. Determine the conjecture
Conjectures is false
IMPORTANCE OF CONJECTURE
01 02
Conjecturing activities puts
Students will start to initiate
students in situations where
explorations based on their their confusions or conflicting
observations and research understandings about an idea
once they become comfortable are more likely to be exposed
with the process of developing and then resolved.
conjectures.
MULTIPLE INTELLIGENCE
THE END