PERANAN GURU MATEMATIK

1. PERANAN GURU MATEMATIK

2. PANITIA MATEMATIK • TugasPanitiaMatematik • Memperolehsukatanmatematikterkiniuntukkegunaan guru • Menyediakanskemakerja semester dantahunan • Mencadanganbukuteksmatematikuntukkegunaanmurid • Mencadangkanbukurujukandanbahanp&p • Menyelaraskanpenyediaansoalanujian • Membincangkanisu / masalahberkaitanp&p MT

3. PERANAN GURU - NCTM The teacher of mathematics should orchestrate discourse by • posing questions and tasks that elicit, engage, and challenge each student's thinking; • listening carefully to students' ideas; • asking students to clarify and justify their ideas orally and in writing; • deciding what to pursue in depth from among the ideas that students bring up during a discussion;

4. PERANAN GURU - NCTM The teacher of mathematics should orchestrate discourse by • deciding when and how to attach mathematical notation and language to students' ideas; • deciding when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with a difficulty; • monitoring students' participation in discussions and deciding when and how to encourage each student to participate.

5. GURU SEBAGAI ARKITEK The teacher as architect creates the learning environment for students. • arrangement of furniture that facilitates discussion, thought and exploration, • establishes an atmosphere where mathematics and learning are important • Create the feeling that students experience when they walk into the classroom, a place where students feel safe to take risks and share ideas, while learning to value the opinions of each other.

6. GURU SEBAGAI “COMPOSER” • The teacher designs or selects something for students to do that will • engage their intellect, • stretch their thinking, • increase their mathematical understanding, • expand their toolkit of how to solve problems in their real world.

7. GURU SEBAGAI PENGARAH FILEM • The teacher creates the learning environment and determines how actors will relate to each other • How will students interact with each other as they go through an activity? • What will the teacher do or say with students? • What questions from the teacher can push a student's thinking just a little farther? • What kinds of communication can really help a student develop mathematical understanding?

8. GURU SEBAGAI PENGANALISIS • The teacher analyzes the teaching and learning that occur within the classroom. • What worked today and what didn't work? • What will I do differently next time?

9. GURU SEBAGAI NAKHODA • Teachers must constantly evaluate how and what students are learning. • Not wait until a student crashes before noticing a pupil has veered off course. • work closely with students and provide ongoing course correction whenever misunderstandings begin.

10. GURU SEBAGAI CONTROLLER • The teacher helps students experience the rich connections between the threads of mathematics like algebra, probability, measurement and geometry. • helps student see the connections between mathematics and science, social studies, physical education and the arts. • helps students make the vital connection between mathematics and the world outside of school.

11. GURU SEBAGAI PEMBELAJAR • The teacher as student • a commitment to lifelong learning • knowledgeable about teaching standards-based mathematics, using current technology, and understanding new fields of mathematics, within six months or a year or two years, there would be a new need for professional development. 

12. Teachers As Life-Long Learners • Personal Learning Plan • Authentic Context • Reflective and Collegial Dialogue • Ongoing Assessment • System Support

13. Personal Learning Plan • Address the identified needs and interests of the teacher • Needs: • Self-Identified growth areas including beliefs and behaviors • Peer-Identified growth areas including beliefs and behaviors • Interests: • Relevant content area expertise • Relevant process expertise

14. Authentic Context • Learning is relevant to the context of the teacher’s practice • Learning is active • Teachers create new products (knowledge, multimedia presentations, learning tools • Teachers learn new skills (better performance, increased process expertise)

15. Reflective and Collegial Dialogue • Reflection • Standard part of the learning process • A means for improving practice • Collaboration • Opportunities for teacher interaction • Solving problems • Creating knowledge • Advancing the teaching craft • Opportunities for idea sharing • Opportunities for critique • Opportunities for reflection

16. Ongoing Assessment • Is based on common goals • Everyone knows the goals and criteria for success • The goals are established collaboratively by stakeholders • Is performed consistently and continuously • The assessment processes are frequently reviewed for improvement • Assessment is conducted to improve rather than to judge • • • Is performed by many people at various levels • All parts of the system assess and are assessed

17. System Support • Makes learning a priority • For students • For teachers • Helps teachers establish plans • Identifies and develops expertise • Creates linkages between teachers • Provides necessary resources and conditions • Addresses Barriers • Identifies competing forces • Provides local learning opportunities • Utilizes local expertise • Designs high-quality learning opportunities with follow-up • Provides time for learning during the school day • As an activity that is a standard part of daily professional practice • As a continued and connected experience spanning a professional career