Improving the teaching of mathematics in English
In 2003, schools in Malaysia began the teaching of mathematics in English in primary and secondary schools. Despite training provisions, teachers have voiced concerns regarding language related problems in teaching and learning; one often cited is their own weakness in using English as the language...
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| Main Authors: | , |
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| 格式: | Monograph |
| 語言: | English |
| 出版: |
Universiti Utara Malaysia
2004
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| 主題: | |
| 在線閱讀: | http://repo.uum.edu.my/5713/1/IMPROVING_THE_TEACHING...pdf http://repo.uum.edu.my/5713/ |
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| 總結: | In 2003, schools in Malaysia began the teaching of mathematics in English in primary and secondary schools. Despite training provisions, teachers have voiced concerns regarding language related problems in teaching and learning; one often cited is their own weakness in using English as the language of instruction. Some teachers believe that as a consequence of their limitations, students have problems understanding terms used, they seem to be unmotivated and lessons have become unattractive and unappealing. Using an adapted version of an observation protocol for sheltered instruction, the study in particular, identified teaching and learning problems a teacher of mathematics face, and looked at how the implementation of some activities and tasks resulted in some teaching and learning improvement. The protocol focused on three areas: preparation, instruction, and review and assessment. Baseline data were gathered to identify areas particularly challenging to the teacher. Training was provided, after a period of which, another set of data was collected, to compare with the pre-training baseline data. Findings reveal that the teacher’s challenges were mostly instructional in nature, with fewer challenges in preparation, and review and assessment respectively. Post-training results also revealed that scores in all areas improved after intervention, with the highest improvement to be found in the instruction items, followed by review and assessment, and preparation. Teaching vignettes are used to illustrate activities/tasks that were used (before and after scenarios) that have resulted in the per-training and post-training scores. In addition to providing answers to the specific research questions, the study also pointed out several issues that need to be addressed in order for successful and effective teaching of Mathematics in English. |
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