SEAMEO QITEP in Mathematics Yogyakarta, Indonesia - PowerPoint PPT Presentation

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SEAMEO QITEP in Mathematics Yogyakarta, Indonesia

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  1. THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE TEACHING AND LEARNING OF MATHEMATICS IN INDONESIA AND SEAMEO QITEP IN MATHEMATICS SEAMEO QITEP in Mathematics Yogyakarta, Indonesia

  2. Marquis de Condorcet: “Mathematics … is the best training for our abilities, as it develops both the power and the precision of our thinking.”NRC (1989:1): “ … We need workers who can absorb new ideas, to adapt to change, to cope with ambiguity, to perceive patterns, and to solve unconventional problems.”

  3. QuestionsHow could mathematics teachers help students to be smarter workers?Could ICT help students to learn mathematics more easily and meaningfully?Could ICT help our students to be smarter workers?

  4. Our Stand and BeliefsMathematics teachers should teach mathematics meaningfully and joyfully to their students.ICT can help students learn mathematics meaningfully and easily.ICT has significant role of in the teaching and learning mathematics.

  5. De Lange (2005): “Mathematics could be seen as the language that describes patterns.” MONE (2006), the aims of mathematics learning: (1) mathematical knowledge; (2) reasoning (inductive and deductive); (3) problem solving; (4) communicating; and (5) good attitude toward mathematics. Consist of: (a) mathematical content; (b) mathematical processes; and (c) attitude.

  6. Teaching Mathematics Meaningfully • NCTM (1999): Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge • MONE (2006): Learning mathematics should begin with the problems in accordance with the situation (contextual problem).

  7. An example of a contextual or realistic problem is given as follow.

  8. Q L K B P A M R Learning about the Gradient Look at this picture and answer the questions. The ‘gradient’ or ‘slope’ of a line means the slant of that line. • Do you think that the ‘gradients’ or the ‘slopes’ of those three lines are different? Why? • What factors can affect the value of the gradient or slope? Please explain. • How do you find the ‘gradient’ or ‘slope’ of the line?

  9. The Use of ICT in Mathematics Education in Indonesia • MONE (2006) states the importance of problem-solving approach, contextual or realistic problem, and the use of ICT during the teaching and learning of mathematics. • Example of How to Learn Median and Mode With the Use of Slide Presentation

  10. Support provided for teacher to use ICT in Mathematics Class • In Indonesia, schools are supported by government or Parents and Teachers Association (PTA) in facilitating their students and teachers to learn and to use ICT or computers during the teaching and learning of mathematics. • CDEMTEP (Centre for Development and Empowerment of Mathematics Teachers and Education Personnel) conducts courses on the use of ICT in the teaching of mathematics.

  11. Support provided for teacher to use ICT in Mathematics Class • In fiscal year 2010, 132 Senior High Schools are selected in implementing the establishment of model schools that to meet or nearly meet the Education National Standard. The program focused on utilization of ICT for the learning and school management (PSB = LRC) • The same program is also conducted by other Directorates (such as Dir of Vocational Secondary School, Junior Secondary School, and Dir Primary and Kindergarten School Management)

  12. Example of Mathematics Program from www.psb-psma.org

  13. ICT and SEAMEO QITEP in Mathematics • SEAMEO QITEP in Mathematics conducts the first ‘Course on Utilization and Development IT-based Mathematics Learning’ • 20 September to 15 October 2010 • 120 hours • Consist of General Components (2 hours); Core Components (108 hours); and Supporting Components (10 hours) • The response of the course’s participants is very good. They feel that the course is very useful in supporting their tasks as mathematics teachers.

  14. Course Participants Try to Help Students to Learn to Think and to Use ICT

  15. Conclusions and Recommendations • The main issue is how to help and to facilitate students to learn mathematics with understanding (meaningfully); actively building new knowledge from experience and prior knowledge. • The ‘contextual problems’ or ‘realistic problems’ or ‘problems’ should be designed carefully. • ICT plays important role in tackling the issue.

  16. Conclusions and Recommendations • The task of mathematics teachers is how to organize ICT to help learners to learn mathematics meaningfully. • Not all of schools in Indonesia have integrated the use of ICT during the teaching and learning of mathematics due to the facilities and geographical (rural and remote area) problems

  17. Conclusions and Recommendations • Every mathematics teacher should be ‘fully informed’ about the role and potential of ICT in enhancing the quality of the teaching and learning of mathematics in every mathematics class. • Ideally, mathematics teachers have access to integrate the computer hardware and software in their teaching and learning processes.

  18. The End Thank You