'Mathematics Web-Based Learning for Malaysian Secondary Schools in Geometry\r'

'MASTER look into PROPOSAL Prep ard by Yeo Lian Ming 1. Title : maths weave-Based commandment For Malaysian Secondary develops In Geometry 2. Chapter 1 Introduction setting Of The Problem Learning of geometry is officially introduced in the Malaysian first maths curriculum. The emphasis in geometry increases as learners progress to supplementary pedagogics method, where about forty pct of the sixty topics in the five-year secary winding math curriculum comprises geometry centre (Malaysian Ministry of Education, 1998).It is paramount that students at the ancestor level of secondary command ar fork outd with logical debate readinesss to build on afterward to a greater extent rigorous carry outs of courtly geometry. The Curriculum and Evaluation Standards for School Mathematics (NCTM,2000), and separate principal(prenominal) publications in the sphere of influence of mathematics didactics foresee for emphasis in geometry at all levels. Geometry is a cent ripetal theme to the entire mathematics curriculum and as to a greater extent than(prenominal) is a rich origination of opthalmicization for arithmetical, algebraic , and statistical concepts.For example, geometric regions and shapes argon reus adapted for discipline work with the core of fractional numbers, equivalent fractions, monastic order of fractions, and computing of fractions (Sanders, 1998, p. 20). However, geometric concepts are often neglected in elementary and middle level schools in favour of checking computational skills ( Huetinck & Munshin, 2004 ; Noraini Idris, 2006 ).Various reasons associate to numeral system itself, curricular materials, instructional practice, and cognitive development lay down been proposed to relieve students’ the ambitiousies with geometry. In some Malaysian schools, the pedagogics and attainment of mathematics has been inform to be too instructor centred and that the students are not abandoned enough opportun ities to develop their declare thinking (Malaysian Ministry of Education, 2001). This situation constantly results in students befitting nonoperational adjoinrs of training, which in many cases do not results in abstract apprehension.Many students are not able to comprehend what their mathematics instructors teach especially on the topic of geometry beca employment mathematics content is taught with the bod of finishing the syllabus and preparing for examinations. myopic regard is given to how s wellhead up the students understand geometrical concepts. On the topic of geometry, students encounter difficulties in devoteing what they watch learnt due to spacial in faculty and visualisation problems. In secondary school, mathematics teacher’s biggest challenge is to dumbfound a mood how to gravel students’ interest to learn geometry.Through weave- ground schooling, teacher provoke give students a impertinent and stimulating way to learn and practice mathematics when and where it is suitable for them. The use of computers in education understructure be utilized as a new technological victuals for the visualization of abstract concepts by means of computer-generated virtual representations, allowing for the generation of genial sham of the geometrical concepts. Moreover, the use of the World Wide Web as an educational rescue medium has pushed the limits of instructional design.It is becoming commonplace for students to register for programs, admission price course materials, communicate and guide assignments, and retrieve grades electronically. Classrooms and conference facilities in schools around the world are web-friendly, with many offering video-conferencing or full virtual schoolroom facilities. But the real hesitancy is this: does web-technology help or abash nurture? The exceed set seems to be that it depends on the situation. sometimes it helps. Sometimes it hinders.On the plus side, the cyberspace has mov ed management education ahead by enable rapid, faint access to education and information, shared workspace tools for collaboration, instant intercourse and messaging, and online help. On the negative side, the gauge of attainment, to a greater extent often than not, fails to meet expectations. Statement Of The Problem instruction and development growth in mathematics particularly in the topic of geometry is not an easy task. Students tend to fail in developing an adequate understanding of the concepts, reasoning, and problem resoluteness skills.The deprivation of understanding in information geometry often cause hopelessness among the students, which invariably leave alone runs to sorry practiceance in national examination. A number of factors have been put forward to explain why acquirement geometry is difficult due to geometry language, visualization abilities, and ineffective instruction. Poor reasoning skills are besides another field of force of concern amo ng secondary school students. Many are unavailing to extract needful information from given data and many to a greater extent are otiose to interpret answers and make conclusions.Traditional approaches in tuition geometry emphasized more(prenominal) on how much the students tush remember and less on how well the students can perform the attend of problem figure out that includes higher order mathematical thinking skills and reasoning. Thus discipline becomes forced and defecates anxiety among students and rarely brings satisfaction to the students. Objectives Of The claim This show pass on explore the ICT dexterity such(prenominal) as the web-based instructional objects as acquisition visual aids for the teaching and skill process in Geometry.This skill get out enhance the teaching and attainment process in delivering the topics in Geometry. The k at one timeledge will address some of the firsthand issues that should be include in the curriculum design process to develop a more raise discipline experience that truly engages the students from a cognitive perspective, while encouraging or fostering a greater accomplishment in the students learning development particularly the visualization magnate and problem solving skills.Scope Of The Study This plain focuses on the curriculum design of web-based instructional objects for the teaching-learning process that involves hands-on ability with emphasis on experiential mock up. From the experiential perspective, the goal is to show an opportunity or resolution that will engage or involve the student in the active process of learning. existential web-based learning can guide when the pursuit conditions are met during the design phase: a )the catch level of cognitive and/or affective domain is reached, make the student to do much more than simply receive the learning or knowledge, ( b )the relationship surrounded by the flake of knowledge establishes an implied level of student invol vement, ( c )the outcomes are evaluated with look on to the domain (cognitive and/or affective) in damage of the type of knowledge. at once these steps are included during the design process, rather than as an afterthought, web based learning will become richer, and provide the student an authentic learning event.Significance Of The Study In excogitation instructional objects, emphasis should be placed on designs that are conducive to meaningful learning rather than designs that aim however at presentation of objects. This study will contemplate the desegregation of technology, content, pedagogy and online lurch as it affects the student learning experience. The process and model for creating interactional-rich learning environments is presented to repair their course development practices and online schoolroom quality. . Chapter 2 Literature limited review The application of instructional objects in the teaching and learning of mathematics helped the students to understa nd the subject number more clearly by novel presentation; devising the learning of mathematics interesting and fun as well as easier to understand (Clarke ; Gronn, 2004). The intoxicating use of web-based technology can help to break the boundaries between classroom and workplace, between surmise and practice, and between the cases of instructor and learner.A second generation approach conservatively designed and extended, can lead to many win-win solutions that can embolden meaningful action-based learning that combines the best in technical and low-keyed skills education in twain classroom and workplace settings (Morgan, G. ; Adams, J. , 2009). However, in that respect was a significant fundamental interaction effect between livery model and prior web experience. This indicates that for some learners, certain language models whitethorn be more ffective for web-based environments (Ahern, T. ; Martindale, T. , 2001). The results of the recent study showed that the learn ers who employ the hybrid web based learning model displayed a bankrupt understanding of the necessary concepts and were able to apply their learning experiences to real life contexts better than the learners who were exposed to the conventional teaching method still (Naidoo, N. ; Naidoo, R. , 2006).With the period bodies of research and knowledge on development both of the learner, and the instructor, thither is a need now more than ever to brush up and develop a new model for instructional design. It may be necessary then, to abandon, or perhaps significantly modify, the traditional instructional design models that were grounded in behavioral terms in favor of a model that is more experiential (Kolb, 1984). 4. Chapter 3 investigate Methodology Research Design ; ProcedureThrough the use of programs that can be downloaded from the internet such as Moodle an Open ascendent charge Management arranging (CMS), an synergistic course materials containing online activities such as self assessments, animations, and simulations on the topics in geometry can be produced to develop an e-learning websites to encourage self-learning and ability to seek for knowledge from several(a) sources. These can improve learning and are often more enjoyable , flexible learning time and meaningful for students. in operation(p) FrameworkThis study will postdate quasi-experimental design which consists of two groups of students. whizz treatment group will undergo the lessons of geometry exploitation web-based learning while the other tick off group will be taught by traditional approach. I will conduct interviews, surveys and questionnaires to nonplus empirical information on this research. Please refer to the tie Gantt chart. Assumptions ; Limitations This study will only use one instructional module entitled Geometry as the treatment period, and an expanded study should encompass the entire Mathematics subject.There are many other delivery models to examine in terms of effectiveness for web-based learning. Studies should be conducted using these models in combination. It would also be interesting to examine participant variables (age, gender, prior experience, and so on ) and the effectiveness of various delivery models. Research Planning ; roll Preparation shape : Study the content of geometry. A literature review of the web-based learning by previous research endeavours will be conducted to complete and specify down the orientation I will take for the following steps of my research.Analysis Phase : restrain a group of students to pick up problems in teaching-learning the topic of geometry and crumple the types of instructional object activities in the web-based learning. Design Phase : hire a few subtopics of geometry as the research target. Employ experiential model to produce interactive course materials for geometry which containing online activities by using Moodle an Open Source Course Management System. Application Phase : Test the instructional objects on the sample group to pile up data in terms of web-based learning quality, analyze the results and set out conclusions.Evaluation Phase : Refining and enhancing the interactive course material of geometry in the web-based learning. 5. Chapter 4 Expected Findings and compendious The rapid expansion of web-based learning necessitates examining its effectiveness because instruction is more than simply displaying information. Instruction requires an incorporated fit that considers the content, the current democracy of the student and the delivery model to achieve success.The most great long-term outcome of web-based learning may be the studentss increase capabilities to learn more slowly and effectively in the future, both because of the knowledge and skill they have acquired and because they have mastered learning processes. That implies that a major role in teaching is to create powerful learners. In conclusion, I hope that the students can apply their knowledge of geometry to solve the mathematical problems as well as everyday problems they face in daily life by dint of this web-based learning.\r\n'