FAKULTI PENDIDIKAN DAN BAHASA

_____________________________________________________________________
SEPTEMBER / 2012
HBMT1103
INTRODUCTION TO MATHEMATICS EDUCATION
_____________________________________________________________________

NAMA

CHIN KUI YUNG

NAMA TUTOR

NO. MATRIKULASI

670821125066001

NO. KAD PENGNEALAN

670821-12-5066

NO. TELEFON

0128183559

E-MEL

chinkuiyung@hotmail.com

PUSAT PEMBELAJARAN

LAHAD DATU LEARNING

CENTRE

Table of Contents
No.
1

Pages.
1.0 Introduction
1.1 Definition of ICT

2.0 Three articles involving the use of ICT in teaching primary

activities
2.1 INNOVATIVE AND CREATIVE USE OF ICT IN

3-4

PRIMARY MATHEMATICS EDUCATION

2.2 IMPLICATIONS OF INTERNET IN PRIMARY

MATHEMATICS EDUCATION
2.3 WEB-BASED RESOURCES FOR PRIMARY

MATHEMATICS
3

3.0 Compare & Contrast ICT Resources

3.1 Interactive whiteboard

3.2 Math Learning Computer Software

3.3 Web-based Resources

4

10-11

4.0 Selection and justification for choice of ICT resources

4.1 Interactive Whiteboard for Low Achievers

12

4.2 Web-based Resources for High Achievers

13

5.0 Conclusion

13

6.0 References

14

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Page 1

1.0 Introduction
Teachers need to constantly explore the advantages of using ICT in the classroom.
ICT resources can create, disseminate, store and communicate information in
managing the teaching and learning of primary mathematics.
The purpose of the assignment is to research on how teachers should use ICT
resources in teaching activities and justify on which ICT resources are suitable to use
on low and high achievers in the class.
1.1 Definition of ICT
ICT stands for Information Communications Technology.
ICT covers any product that will store, retrieve, manipulate, transmit or receive
information electronically in a digital form. For examples: laptop, digital television,
interactive whiteboard, robots and etc.

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2.0 Three articles involving the use of ICT in teaching primary activities
2.1 INNOVATIVE AND CREATIVE USE OF ICT IN PRIMARY
MATHEMATICS EDUCATION
Innovative and creative skills are the dynamic agent of transformation to move
forward (Lim, 2008). The innovative and creative use of ICT in primary mathematics
education can promote higher order thinking skills among students. In the ICT lesson,
the role of mathematics teachers is as facilitators to facilitate students to learn
mathematics while the students take on the role of active learners.
Computer software can abstract ideas become physical in the same way as
mathematics manipulative. Teachers can use the software already on most computers
such as MS Word, MS Excel, MS Paint or any other drawing programs to do hands on
computer activities for teaching primary mathematics (Burnley, 2005).
Some of the innovative and creative uses of ICT in primary mathematics lessons are
as follow:
(a)Interactive Whiteboard
Interactive whiteboard is one of the innovative and creative uses of ICT in teaching
and learning in schools. It has the potential to transform teaching and learning
through the ability to connect teacher, students and computers. This interactive
whiteboard enable interactive teaching in which the teacher interacts with the
board, the hardware and software and also tools, flipchart, annotation tool, pen
colors, highlighters, board rubber, camera tool and handwriting recognition tool
(Easingwood & Williams, 2004).
(b)Digital Products
Mathematics teachers can relate learning mathematical concepts with the use of
ICT such as word processing and presentation software to produce creative and
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innovative product. Students can use their digital camera to take pictures of shapes
found around the school and then create a digital album using MS PowerPoint
presentation. The digital product can be presented to the whole class.
(c)Searching Information
Mathematics teachers can select some suitable Internet websites or courseware
available in CD-ROM for students to explore and search information regarding
mathematical problems. This will encourage students to use their thinking skills
and creativity to solve the problems given.
(d)Multimedia Technology
Multimedia technology such as computer and television can be used for learning
mathematical concepts in a more exciting and meaningful way. For examples,
students can explore computer software to learn mathematical concepts such as
number and operations, measurement, algebra, geometry, data analysis and
probability.
(e)Interactive Activities
Students can use Internet or CDROMs to access mathematical interactive activities
such as games, puzzles, problem solving. They can apply their mathematical
concepts through the hands-on computer activities.

Resources from: Sharifah A.R(2011) HBMT1103, INTRODUCTION TO MATHEMATICS

EDUCATION (Nor Hawan Misran & Rubaidah Ismail & Murugiah Velayutham & Dr Yeoh P.C)
THEORY AND PRACTICE OF ICT IN PRIMARY MATHEMATICS EDUCATION, 7, 146-147.

CHIN KUI YUNG

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chinkuiyung@hotmail.com

Page 4

2.2 IMPLICATIONS OF INTERNET IN PRIMARY MATHEMATICS

EDUCATION
Internet access is available in most places in Malaysia and the world in general.
This technology enables students to involve in global learning in which learning
is no longer confined in the classroom. Students and teachers are able to
communicate anywhere anytime, read the latest news from the Internet, and gain
access to diogital multimedia materials from sites around the world to prepare their
assignments or lessons.
However, teachers should be aware that not all materials abtained from the Internet
are suitable for theur students. Therefore, teachers need to evaluate the content of
the websites before it is used in their classroom. Mathematics teachers need to
check whether the content of the website is accurate, current, reliable and suitable
to the age of the students. Bitter and Pierson (2002) noted that teachers need to
understand all online activities are not entirely secure or private and some materials
may be inapproprisate for some students. So, teachers have to seek ways to help
students to safely explore the Internet for the purpose of enhancing their learning.
William (2000) identified three major reasons why the Internet can be used
effectively by teachers and students.
(a) Teachers can find a lot of useful and free resources on the internet.
(b) The Internet can also be used as direct instruction for teaching some mathematic
topics or content. Some of the direct instruction websites are shareware
instructional websites, Intranet and portals.
(c) One of the powerful characteristics of the Internet is that it enables teachers and
learners to communicate with each other to promote collaboration with other
schools and classes around the world.
Resources from: Sharifah A.R(2011) HBMT1103, INTRODUCTION TO MATHEMATICS
EDUCATION (Nor Hawan Misran & Rubaidah Ismail & Murugiah Velayutham & Dr Yeoh P.C)
THEORY AND PRACTICE OF ICT IN PRIMARY MATHEMATICS EDUCATION, 7, 147-148.

CHIN KUI YUNG

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Page 5

2.3 WEB-BASED RESOURCES FOR PRIMARY MATHEMATICS

Some of the electronic resources suitable for primary mathematics education are
as follows.
(a) WebTV Rasmi Kementerian Pelajaran Malaysia
URL: http://www.eduwebtv.com
In line with the development of the ICT, the Ministry of Education Malaysia
made an effort to broadcast WebTV through the Internet to reduce the digital gap
in education. WebTV covers various fields which can be accessed through eight
learning channels such as News, Academic, Interview, Documentary,
Curriculum, Interactive, Live telecast and Guidelines.
(b) Primary Resources
URL: http://www.primaryresources.co.uk/math/maths.htm
The Primary resources have a wide range of free resources for teaching primary
mathematics. It provides free worksheets, lesson plans and teaching numbers and
the number system, calculations, solving problems, measures, shape and space and
also handling data.
(c) BBC KS2 Bitesize
URL: http://www.bbc.co.uk/schools/ks2bitesize/maths/
This website has free resources for teachers teaching primary mathematics such as
lesson plans, worksheets, games, and activities.
(d) Internet4Classrroms: Elementary Math Resources
URL: http://www.internet4classrooms.com/math_elem_index.htm
This is a free Web portal for teachers, parents and students for all ages who want
to find high-quality, free Internet resources to use in classroom instruction,
developing project ideas, reinforcing specific subject matter areas both in class
and at home and even for online technology tutorials.
(e) Teaching Ideas
URL: http://www.teachingideas.co.uk/maths/contents.htm
This website contains a wide range of teaching ideas which include free lesson
ideas, resources and activities.

Resources from: Sharifah A.R(2011) HBMT1103, INTRODUCTION TO MATHEMATICS

EDUCATION (Nor Hawan Misran & Rubaidah Ismail & Murugiah Velayutham & Dr Yeoh P.C)
THEORY AND PRACTICE OF ICT IN PRIMARY MATHEMATICS EDUCATION, 7, 150-152

CHIN KUI YUNG

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chinkuiyung@hotmail.com

Page 6

Compare and Contrast

Compare and contrast of three ICT resources in teaching and learning primary math in
terms of similarities and advantages. There are three ICT resources I used to compare
and contrast:
1.
2.
3.

Interactive whiteboard
Math Learning Computer Software
Web-based Resources

1
Interactive Whiteboard:
colorful
Interesting
Able to play

Similarities of the three ICT

resources:

Innovative & Creative

Easy
to
attract
attention
of the students

Math Learning
Computer Software:

Web-based
Resources

Answer provided
Steps to solve
Interesting Audio
& Graphic
E-teacher

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Free of Charges
Varieties of exercises
Communicate Globally
Integral Chapters/Topics

1.

Interactive whiteboard
An interactive whiteboard (IWB), is a large interactive display that connects to a
computer. A projector projects the computer's desktop onto the board's surface
where users control the computer using a pen, finger, stylus, or other device. The
board is typically mounted to a wall or floor stand.
Uses for interactive whiteboards may include:

Running software that is loaded in the connected PC, such as a web

browsers or software that used in the classroom.

Capturing and saving notes written on a whiteboard to the connected PC

Capturing notes written on a graphics tablet connected to the whiteboard

Controlling the PC from the white board using click and drag, markup.

Using an Audience Response System so that presenters can poll a classroom

audience or conduct quizzes, capturing feedback onto the whiteboard

Students can interact with the board whereby they can play the computer software
through the touchable screen on the interactive whiteboard. See figure 1.0 & 1.1
Figure 1.0 & Figure 1.1
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References:
Painter, D Whiting, E and Wolters, B (2005) The Use of an Interactive Whiteboard in promoting
interactive teaching and learning
Beauchamp, G and Parkinson, J. (2005). Beyond the wow factor: developing interactivity with the
interactive whiteboard. School Science Review (86) 316: 97103.

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2.

Math-Learning Computer Software

There are many advantages of using Math-learning software/programs that need
to be considered here. The following is a list of some of these prime benefits:
Math-learning software allows students to continue their revision even after
school is over and done with. Even when the teacher have finished teaching some
topics, where there are some of the students are weak in mathematics they still
able to do their own revision of the same topic in home.
Furthermore, most of the math-learning software has provided answer in their
tutorial question. Some even have clearly explained steps-by-steps on how to
solve the calculation, which is very helpful for the students when there are no
teachers around.
E-learning software can ease the burden of studies and make education much
more proactive and interactive. Interesting videos and audio makes learning even
funnier than in traditional class sometimes.
Most e-learning courses have self-assessment tests at the end of each module, so
the student can know how he or she is getting along. This is not the case with
physical education, since it is difficult to conduct individual tests. Using elearning software, such regular assessment tests are commonplace.

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3.

Web-based Resources
Web-based resources refer to education websites that provide information,
education to students or as references for teachers and parents. There are many
advantages of using educational websites for both learning and teaching purposes.
First of all, web-based resources provide flexibility of time; it may be used
anytime, anyplace as long as there is Internet access. Teachers can design their
own teaching schedules within a given time frame. Besides, there are various
tutorial questions, references; information can be found around Internet, which
turns out to be the great resources for teaching material.
Besides, there are many educational websites are free of charges. It could be the
lowest cost consuming ICT resources of all. All the things need to do is just find a
suitable material for the students from the website. Or, the teachers can give the
particular website address to the students and they can surf it themselves.
The following websites are the ideal websites for learning and teaching purpose:
1. Top Marks
URL: http://www.topmarks.co.uk/Interactive.aspx?cat=1
The site examines the numbers through counting activities and games. It
demonstrates how the number is written. Besides, it has clearly classified
categories from each math topic to another. And it has different level of
difficulties for different ages from year 1 until year 6 or above.
2. Internet 4 Classrroms: Elementary Math Resources
URL: http://www.internet4classrooms.com/math_elem_index.htm
This is a free Web portal for teachers, parents and students for all ages, who want
to find high-quality, free Internet resources to use in classroom instruction,

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developing project ideas, reinforcing specific subject matter areas both in class
and at home and even for online technology tutorials.

3. Teaching Ideas
URL: http://www.teachingideas.co.uk/maths/contents.htm
This website contains a wide range of teaching ideas which include free lesson
ideas, resources and activities.

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4.0 Selection and justification for choice of ICT resources

After discussing with all the various ICT resources, Im going to use one of the
mathematic topics in primary year 4 to show how to apply 2 ICT resources into the
teaching activity. Each of the ICT resources is for teaching a class of high achievers
and another class of low achievers.
The math topic I chose to teach is the 1st topic in year 4 math textbook, Whole
Numbers to 100 000. I will be using part of the whole topic learning area include
addition with the highest total of 100 000 and subtraction within the range of 100 000.
4.1 Interactive Whiteboards for Low Achievers
I will be using interactive whiteboard to demonstrate how addition and subtraction
works to the low achievers. By using the interesting graphic and audio, those who are
not interested in mathematic could be attracted and be more focusing on the lesson.
Additional computer software are also needed in order to achieve this teaching
method, we need a projector projects the computer's desktop onto the board's surface
where we can use a laser pen to control the computer. Math-learning software or
educational websites are needed too.
There are some students are classified as a group of visual learning students, their
attention will be more focusing on visual than words, which mean teachers need to
use graphical or video contents to attract them. And usually traditional teaching
method is very boring for them; hence their academic result may not as good as the
high achievers. Hence, the ICT choice to teach the low achievers will be interactive
whiteboard combine with the math-learning computer software.

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4.2 Web-based Resources for High Achievers

Likewise, the same ICT resource (Interactive Whiteboard) to teach low achievers can
also be used to teach the high achievers. However, I will change the content into their
understanding standard. Hence, I chose to use web-based resources to teach the high
achievers. This is because web-based resources have more variety and range of
tutorial question which can improve the learning of the high achievers even more.
The example used to teach low achievers might be too easy for the high achievers;
hence, teachers should change the teaching contents into another level which suitable
for majority of the students.

Conclusion
In conclusion, teachers should learn how to use ICT wisely in teaching activity. For
students nowadays mostly prefer ICT learning method than traditional way, usually
traditional teaching method is boring and less interesting than ICT teaching. In order
to master the usage of ICT resources, teachers should always updated with latest
teaching ideas, where they should also improve themselves by learning from others
instead of just using the old-fashion way to teach hi-tech students.

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References:
Sharifah A.R(2011) HBMT1103, INTRODUCTION TO MATHEMATICS
EDUCATION (Nor Hawan Misran & Rubaidah Ismail & Murugiah Velayutham
& Dr Yeoh P.C) THEORY AND PRACTICE OF ICT IN PRIMARY
MATHEMATICS EDUCATION, 7, 146-147.
Sharifah A.R(2011) HBMT1103, INTRODUCTION TO MATHEMATICS
EDUCATION (Nor Hawan Misran & Rubaidah Ismail & Murugiah Velayutham
& Dr Yeoh P.C) THEORY AND PRACTICE OF ICT IN PRIMARY
MATHEMATICS EDUCATION, 7, 147-148.
Sharifah A.R(2011) HBMT1103, INTRODUCTION TO MATHEMATICS
EDUCATION (Nor Hawan Misran & Rubaidah Ismail & Murugiah Velayutham
& Dr Yeoh P.C) THEORY AND PRACTICE OF ICT IN PRIMARY
MATHEMATICS EDUCATION, 7, 150-152
http://www.slideshare.net/internscpu/trends-in-math-teaching
Trends in math teaching
http://www.topmarks.co.uk/Interactive.aspx?cat=30
interactive whiteboard
http://www.resourcesunlimited.com/Advantages_and_Disadvantages_of_Webbased_Learning.asp
Advantages and Disadvantages of Web-based Learning by Barbara Stennes, CSP
http://www.economicsnetwork.ac.uk/cheer/ch19/lovett.pdf
Comparative Advantage Learning Software: Application (Off-line)Software with
Assessment Capabilities, John Lovett, Department of Economics, Texas
Christian University
http://www.teachingideas.co.uk/maths/contents.htm
Teaching Ideas
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