This document discusses strategies for improving mathematics education. It suggests reexamining the curriculum structure and exploring innovative teaching methods like problem-based learning, inquiry learning and blended learning. Specific problems with traditional teaching are identified, such as its abstract nature and lack of real-world applications. The document advocates making math more meaningful and beautiful through creative, collaborative approaches rather than memorization. New frameworks are proposed that emphasize conceptual understanding, connect math to other subjects and the real world, and optimize classroom time for higher-level thinking.
5. Please list the issues that you think your
students are facing (struggling) in
learning mathematics.
Abd Karim Alias@2015
ACTIVITY (5 minutes)
6. What Skills are Useful
in Innovation-Driven Societies?
• Mathematical problem solving
• Mathematical reasoning
• Mathematical creativity and critical
thinking
• Mathematical communications
7. Any educator should master three types of
knowledge:!
Abd
Karim
Alias_2013
1. content knowledge—knowledge of the facts, principles
and methods in the discipline that is being taught,
2. pedagogical knowledge—understanding of the
learning process and the conditions that facilitate and
hinder it, independent of the discipline in which the
learning takes place, and
3. pedagogical content knowledge—to denote
knowledge and understanding of the learning process
in the context of a particular discipline.
8. What are the problems with the traditional
way of teaching mathematics?
…the way math is traditionally taught
reinforces the idea that it's an innate talent
Photo by Meg Lauber on Flickr.
Abd
Karim
Alias_2015
12. The Four Pillars Upon Which the Failure of
Math Education Rests*
(and what to do about them)
*Matthew A. Brenner,The Four Pillars Upon Which the Failure of Math Education Rests
Abd
Karim
Alias_2013
13. The Four Pillars Upon Which the Failure of
Math Education Rests*
(and what to do about them)
The approach (not content) of math education is too
abstract and decontextualized
Math education conveys rituals and procedures but not
understanding
Metacognitive activity is absent in math education
Sociolinguistic obstacles to success in mathematics
Pillar 1
Pillar 2
Pillar 3
Pillar 4
*Matthew A. Brenner,The Four Pillars Upon Which the Failure of Math Education Rests
Abd
Karim
Alias_2013
14. Math demands creativity, collaboration and
discussion more than memorization, drills and just
hurrying to get the right answers
Photo byYoel Ben-Avraham on Flickr.
Abd
Karim
Alias_2013
16. What are new strategies or innovations
you have done to make learning
mathematics more meaningful and
effective?
Abd Karim Alias@2015
ACTIVITY (5 minutes)
20. Re-examine Curriculum!
Abd
Karim
Alias_2013
We need to redesign our Math courses to clearly build
on complimentary skills and emphasize the inter-
relatedness of Algebra, Statistics, Chemistry, Physics,
Geometry, Engineering, Economics, and even Calculus
(and even Music, Poetry, History,Art,Architecture, and
Philosophy).
Mathematics curricula should be redesigned
to highlight and have students experience the
very real everyday applications
21. Dan Meyer on Real World Math
Abd Karim Alias@2015
26. PROBLEM-BASED LEARNING (PBL) IN
MATHEMATICS
Abd Karim Alias@2015
A Tool for Developing Students’
Conceptual Knowledge
27. Many students lack a
deep understanding of
math concepts.
Teachers find it difficult to
develop a real-life hook
for students to work
through problem solving
independently.
PBL is a promising
approach not only to
build math understanding
but also to test
students’conceptual
knowledge.
PBL requires teachers to
present students with
multifaceted, real-life
problems and act as
facilitators supporting
students in organising
their own learning.
Abd Karim Alias@2015
PBL in Mathematics
28. What kind of mathematics problems
help students develop deep,
conceptual understanding?
Abd Karim Alias@2015
31. http://www.flickr.com/photos/42232541@N04/4267059618/
1. What can you learn from Ms.
Brookins and Mr. James about
linking math to stories?
2. How do real-word scenarios
increase engagement and
retention of concepts?
3. Why is it important to give
students a chance to apply
their learning?
Connecting math to life
34. http://www.flickr.com/photos/42232541@N04/4267059618/
1. How does this strategy
encourage independence?
2. What kinds of questions do
Ms. Brookins and Mr James
ask their students?
3. How could this strategy be
used to help students critique
the work of others?
ENQUIRY LEARNING
36. Photo by Ben+Sam - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/11080385@N05
Created with Haiku Deck
37. Abd
Karim
Alias@2014
Bite-size learning
(microlearning)
“The process of
learning through
short, digestible and
well-planned units”
~Grovo
38. Abd
Karim
Alias@2014
Bite-size learning
(microlearning)
Learn anything in small chunk—that’s the basic
premise of bite-size learning. It makes sense to
breakdown content into a small, manageable
segments.
59. Photo by Anne Davis 773 - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/46353871@N00
Created with Haiku Deck
60. MATH EDUCATION NEEDS A MAKEOVER!
ABD KARIM ALIAS
Centre for Development of Academic Excellence (CDAE)
Universiti Sains Malaysia
Photo by Federica Olivieri on Flickr.