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    Sukatan Mat HK

    Uploaded by

    Yee Yau
    mat

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    Sukatan Mat HK

    Uploaded by

    Yee Yau
    7 views2 pages
    mat

    Original Title

    Sukatan Mat Hk

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    mat

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    7 views2 pages

    Sukatan Mat HK

    Uploaded by

    Yee Yau
    mat

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Chapter 3 Curriculum Structure

    I.

    Curriculum Organization

    Pupils may have already experienced some mathematical knowledge informally before entering primary schools. To get a good foundation in mathematics for further studies, pupils need to learn mathematical knowledge and skills formally in the primary schooling. The primary mathematics curriculum is divided into five learning dimensions, namely, Number, Shape and Space, Measures, Data Handling and Algebra.
    Number (N)
    z z z

    Dimensions

    Shape and Space (S)


    z

    Measures (M)
    z z z z z z z z z

    Data Handling (D)


    z

    Algebra (A)
    z

    Contents

    Whole number Nature of number Fractions, decimals & percentages Calculating devices

    z z

    z z

    Three dimensional shapes Lines Two dimensional shapes Angles Directions

    Money Length Time Weight Capacity Perimeter Area Volume Speed

    Statistics

    Algebraic symbols Equations

    In designing the learning objectives of various learning dimensions, relevant and inter-related topics are grouped into units. Each unit is further divided into learning objectives which progress from easy and concrete to difficult and abstract according to pupils cognitive development. Basic concepts in mathematics will first be learnt, and gradually be deepened and enriched. Pupils then learn how to apply the acquired mathematical knowledge to observe, think and solve problems. To broaden pupils view and arouse their interest, enrichment topics are suggested in the curriculum. Teachers can select some of these topics on the basis of the abilities and interest of pupils and the time available. Teachers can also select their own enrichment topics or some existing units for further discussion. Since enrichment topics are optional, they are not suggested in tests or examinations.

    II.

    Time Allocation

    The proposed number of teaching periods, which includes ETV periods, is 160 in a school year. To facilitate the arrangement of teaching schedules, the curriculum provides a suggested time allocation for teaching. Since various units differ in length and level of difficulty, the suggested periods for every unit will be different as well. Teachers can adjust the number of periods for various units according to the needs of the school and pupils. To cater for learner differences, teachers need more time to carry out different classroom activities. Hence, 10%-16% of the periods are suggested to be reserved as spare periods for each Key Stage. Teachers can make use of the spare periods for teaching enrichment topics, further exploration of certain units or adjusting the rate of teaching and learning. The following is the time allocation suggested for each dimension:
    Dimensions

    Suggested periods * Key Stages

    Number

    Shape & Space

    Measures

    Data Handling

    Algebra

    Spare Total number Periods of suggested periods 76 (16 %) 64 (13 %) 140 (15 %) 480 (100 %) 480 (100 %) 960 (100 %)

    1 2 Total

    221 (46 %) 196 (41 %) 417 (44 %)

    74 (15 %) 63 (13 %) 137 (14 %)

    97 (20 %) 78 (16 %) 175 (18 %)

    12 (3 %) 46 (10 %) 58 (6 %)

    0 (0 %) 33 (7 %) 33 (3 %)

    * % of the total number of periods are given in brackets.

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