SEAMEO QITEP in MATHEMATICS
Regular Courses for Fiscal Year 2014
COURSE DESCRIPTION
A. Clinical Supervision in Mathematics Education
Overview
Clinical supervision is one of the approaches used to improve the quality of mathematics teaching and
learning. It is designed to engange supervisors and teachers in a supportive and interactive role
through instructional feedbacks, diagnoses, and problem solving. It is also designed to assist teachers
in developing strategies to promote learning, motivate students, and manage classroom.
There are three main purposes of clinical supervision, namely (1) developing professionalism, (2)
monitoring teaching quality, and (3) developing motivation. To be successful in clinical supervision, the
relations between teacher and supervisor should be equal, collegial, and collaborative. The clinical
supervision process starts from problems identification which is faced daily in the classrooms. The
problems are analysed to get the solution based on the similar commitment and understanding
between supervisor and teacher.
Accordingly, the clinical supervision approach in mathematics education requires supervisors'
competence on mathematics topics, methods in teaching the topics, instruments of supervision and
observation, supervision practice as well as ability in developing good collaboration with teacher. This
course covers topics that include supervisors' needs. During the course, the participants will have
opportunities to observe and supervise mathematics teaching and learning process using observation
instruments developed during the course.
Aims
1. To provide mathematics supervisors with the opportunity to understand the theory and principles
of clinical supervision,
2. To provide mathematics supervisors with the opportunity to experience by designing and
practicing clinical supervision,
3. To facilitate mathematics supervisors in developing their teaching monitoring professionalism, and
4. To enhance the supervisors' competencies in teaching mathematics, creating instruments of
supervision and observation, supervising teaching practice as well as developing good
collaboration with mathematics teachers.
Course Contents
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The Philosophy of mathematics Education and Current Trends of Mathematics Teaching Practice
Concept and Theory of Academic Supervision
Basic Concept of Clinica l Supervision
Basic Knowledge of Mathematics Instructions
Implementation of Clinical Supervision in Mathematics Teaching and Learning
Implementation of Clinical Supervision in Schools (School Try Out)
ICT Utilization in Improving Supervisors Competences
School Action Research
Orientation, Group Dynamic and Cultural Programme
Outcomes
At the end of the course participants should be able to:
1. explain the current trends in mathematics teaching,
2. explain methods suitable for teaching a particular mathematics topic,
3. explain the importance of clinical supervision in mathematics education,
4. design a supervision programme for clinical supervision in mathematics education,
5. develop instruments required in clinical supervision process,
6. Conduct clinical supervision to improve the quality of mathematics education, including
mathematics teaching and learning processes.
During the course, the participant will develop: (1) a set of supervision programme, (2) observation
instruments for clinical supervision, (3) action plan (what they will do after returning to their
institution or country), and (4) final report.
Participants
Participants of the course are about 25 selected mathematics supervisors and/or candidates of
mathematics supervisors, and headmasters/school principles from ASEAN countries.
Duration
The course will run for two weeks (equivalent to 100 hours @45 minutes) from June 4 to June 17,
2014. The activities during the course constitute of about 33.3% theories and 66.7% practices.
What should participants prepare?
Before coming the course, participants should bring:
1. their school mathematics curriculum,
2. articles on actual/current issues on mathematics in their countries or schools, and
3. mathematics textbooks for their class or school, and other references on mathematics clinical
supervision.
B. Developing Lesson Study in Mathematics Education
Overview
Lesson Study, originated in Japan in the last quarter of 19th century, is now a well-known approach in
the world for the action research in classroom by teachers. It is also used for curriculum development
and implementation, developing innovative teaching approach as well as facilitating teachers’
professional development. It is a kind of effective model for the teachers to join their activities to
improve their teaching.
Lesson Study in mathematics education emphasizes the improvement of student’s mathematical
thinking. In summary, it lesson study activity involves three steps. The first step begins with developing
a lesson plan in which a group of teachers pose, analyze, and solve problems from student’s
perspectives. In the second step, a model teacher implements the lesson while other teachers observe
the lesson. The third step is reflection of the lesson. Japanese teachers' experiences show that they
can improve the quality of mathematics teaching and learning by implementing lesson study. The
three steps in lesson study is usually termed as Plan-Do-See.
In this course, participants will have opportunity to conduct lesson study in school collboratively, by
practizing the plan-do-see steps.
a. Plan: Participants and facilitators work collaboratively to develop lesson plan;
b. Do: A model teacher implements the lesson plan in a real classroom while others (teachers,
headmaster, and facilitators) observes the lesson; and
c. See: The teacher and observers conduct lesson evaluation and reflection.
Course on Developing Lesson Study in Mathematics Education is beneficial for mathematics teachers.
It will encourage mathematics teachers to be more professional and innovative and to become
learning researchers.
Aims
1. To provide participants the opportunity to understand lesson study in mathematics education
2. To enhance competences of participants in developing lesson study in mathematics education
3. To provide participants the opportunity to implement and participate in lesson study activities
4. To provide participants the opportunity to become learning researchers in mathematics
Course Contents
1. Overview of mathematics teaching and learning in school (primary, junior, or senior secondary
school)
2. Introduction to lesson study
3. Preparing lesson study activity (Plan)
4. Implementation of lesson study at school (Do & See)
5. Publishing report and designing follow up programme
6. The use of ICT for mathematics teachers
7. Orientation, Group Dynamic and Cultural programme
Outcomes
At the end of the course participants should be able to:
1. explain the concept of lesson study,
2. implement lesson study,
3. establish system for the proposed lesson study activities, and
4. monitor and evaluate lesson study activities.
During the course, the participant will develop: (1) lesson plan, (2) learning materials, (3) action plan
(what they will do after returning to their institution or country), and (4) final report.
Participants
Junior secondary schools mathematics teachers from ASEAN countries.
Duration
The course runs for two weeks (equivalent to 100 hours @45 minutes) from August 13 to August 26,
2014. The activities during the course constitute of about 33.3% theories and 66.7% practices.
What should participants prepare?
Before coming to the course, participants should bring:
1. their school mathematics curriculum,
2. articles on actual/current issues on mathematics in their countries or schools, and
3. mathematics textbooks for their class or school, and
4. other references on mathematics teaching and learning.
C. Teacher-Made Mathematics Teaching Aid
Overview
In Mathematics Education, teaching aids is one among many teaching media. The three main
characteristics of teaching aids are movable, reassemble, and playable. Therefore, teaching aids have
function as an alternative learning agent because of their playable and movable nature.
As an abstract subject, mathematics is full of concept of abstraction which will benefit from what socalled teaching aids. The abstract level of mathematical concepts can be lowered through concrete
visible medium which enables students understand them. In some Southeast Asia countries,
sometimes the teaching aids teachers want to use are not available, so the teachers should make
them by themselves. In other words, it is important for teachers to be able to create simple teaching
aids from available materials to enhance students' comprehension toward mathematics.
Teaching aid is one of the many teaching media. While the word media itself origins from the Latin and
is the plural form of the word medium which means agent or companion. The main characteristic of
teaching aid is moveable or removable or playable. Therefore teaching aid means media as agent in
learning which is moveable or playable.
The main function of teaching aid in mathematics education is to bridge the abstract mathematics
concept to enable student understand the meaning of the concept. Teaching aid in mathematics
education can be used to:
a. make concept to be understood easier;
b. strengthen acquired concept;
c. motivate student; and
d. be a source of learning.
Teacher should be able to create teaching aid, especially from simple materials. Therefore, this course
provides teachers with the topics they need to know on mathematics teaching aid.
In this course, participants will learn and do collaboratively in designing and developing mathematics
teaching aids from readily available materials.
Aims
1. To provide participants the opportunity to understand the current issues, psychology, strategies
and approaches, and the roles of teaching aids in mathematics teaching and learning
2. To enhance competences of participants in developing, creating, and using manipulative
mathematics teaching aids using simple available/inexpensive available materials
3. To provide participants the opportunity to implement mathematics teaching and learning by
utilizing manipulative mathematics teaching aids developed by themselves
Course Contents
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Current Issues in Mathematics Teaching and Learning
The Psychology of Mathematics Teaching and Learning and its Implication
Strategies and Approaches of Mathematics Teaching and Learning
The Use of Manipulative Teaching Aids
Mathematics Media and Their Application
6. Analyzing Mathematics Curriculum and Its Media
7. Developing Mathematics Teaching Aids
8. Assessment in Mathematics Education
9. Computer Literacy
10. School Try Out
11. Outdoor Mathematics
12. Orientation, Group Dynamic and Cultural Programme
Outcomes
At the end of the course participants should be able to:
1. explain the current issues, psychology, strategies and approaches, and the roles of teaching aids in
mathematics teaching and learning,
2. produce mathematics teaching aids and their manuals,
3. design mathematics learning model applying teaching aids to support students' activities.
During the course, the participant will develop: (1) teaching aids and their manuals, (2) lesson plan and
learning materials, (3) action plan (what they will do after returning to their institution or country),
and (4) final report.
Participants
Primary schools mathematics teachers, mathematics supervisors, and mathematics laboratory staffs
from ASEAN countries.
Duration
The course will run for two weeks (equivalent to 100 hours @45 minutes) from September 3 to
September 16, 2014. The activities during the course constitute of about 33.3% theories and 66.7%
practices.
What should participants prepare?
Before coming to the course, participants should bring:
1. their school mathematics curriculum,
2. articles on actual/current issues on mathematics in their countries or schools, and
3. mathematics textbooks for their class or school, and
4. other references on mathematics teaching aids.
D. Differentiated Instruction for High School/Vocational School Mathematics
Teachers
Overview
In current era, every student must learn mathematics, even if she orhe decides tohave proffesion so
distant from becoming scientist or engineer. Even if mathematics knowledge or concepts are not
needed in the future studies, mathematics skills such as logical reasoning, problem solving, and
complex communication wouldalways be needed by the students. This situation leads us to
comtemplate on crucial question, "What kind of mathematics should we provide to our students?"
"What kind of mathematics activities sould teachers provide, so our students couldactively engage and
develop essential skills?"
This course is an effort to answer the above questions. This is an effort to realize the dream that every
student, particularly in southeast Asia countries, could learn mathematics in a way suitable to her/his
traits and social characteristics.
Differentiated instruction is a teaching theory based on the premise that instructionalmaproaches
should vary and be adapted in relation to individual and diverse students in classrooms. Many classes
consisting of students with diverse learning abilities require a teacher capable in designing teaching
strategy that accomodates all learning styles.
This coourse is designed to assist southeast Asian mathematics teachers in designing differentiated
mathematics instruction that can improve students' mathematical thinking skills. More importantly,
this course will help mathematics teachers to improve their ability to design mathematics teahcing
and learning materials that an nurture the students'positive attitudes toward mathematics.
Aims
To enhance the competences of secondary school and vocational schools mathematics teachers in:
1. designing differentiated instruction and teaching model using differentiated instruction,
2. designing teaching and learning materials for differentiated instruction, and
3. promoting students' mathematical thinking skills.
Course Contents
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Introduction to differentiated mathematics instruction
Learner differences in mathematics classrooms
Differentiating the learners based on some criteria
Assessment in differentiated instruction
Utilization technology in mathematics teaching and learning
Problem solving in mathematics classrooms
Developing project in secondary school mathematics
Simulation and implementation (school try out) of differentiated instruction
Cultural programme
Outcomes
At the end of the course participants should be able to:
1. Explain the importance and principles of different teaching approaches in heterogeneous class,
2. Explain the connection between mathematics problem solving and the development of habits of
mind,
3. Produce mathematics teaching and learning materials for differentiated instruction,
4. Select and design appropriate assessment instruction, and
5. Demonstrate the capability to design, implement, and evaluate differentiated instruction.
During the course, the participant will develop: (1) lesson plan, (2) learning materials for differentiated
instruction, (3) action plan (what they will do after returning to their institution or country), and (4)
final report.
Participants
Mathematics educators or key senior secondary school mathematics teachers from ASEAN countries.
Duration
The course will run for two weeks (equivalent to 100 hours @45 minutes) from October 2 to October
15, 2014. The activities during the course constitute of about 33.3% theories and 66.7% practices.
What should participants prepare?
Before coming the course, participants should bring:
1. their school mathematics curriculum,
2. articles on actual/current issues on mathematics in their countries or schools, and
3. mathematics textbooks for their class or school, and
4. other references on mathematics teaching and learning.
Venue
SEAMEO Regional Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in
Mathematics, Yogyakarta, Indonesia