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Date:

COURSE CURICULUM

DESIGN AND
INSTRUCTIONAL PLAN

Faculty

: FACULTY OF SCIENCE AND

MATHEMATICS
Department : MATHEMATICS
Semester
: 1
Session
: 2014/2015
Course name: INTEGRATING INFORMATION AND COMMUNICATION

TECHNOLOGY IN MATHEMATICS CLASSROOM

(Integrasi Teknologi Maklumat dan Komunikasi dalam Pengajaran
Matematik)
Course code : SME6054
Credit hours : 4
Prerequisite : NONE
LECTURERS INFORMATION:
Name
DR.NORAIN MOHD. TAJUDIN

Room No.

Tel. No

Email

BLOK 1 ARAS 3
PROTON CITY

01548117430
@
0123865221

norain@fsmt.upsi.edu.my

COURSE SYNOPSIS :
The focus of this course is on the use and the integration of information and communication
technology (ICT) in mathematics classrooms to explore mathematical concepts, test conjectures,
solve mathematical problems and organize pedagogical demonstration. In addition to critically
examining why, what, when and how ICT can be used in mathematics classroom, the course
seeks to deepen students understanding of mathematical concepts and processes through the
use of ICT.
(Kursus ini menfokuskan tentang penggunaan teknologi maklumat dan komunikasi (ICT) dalam
pengajaran Matematik bagi menerokai konsep-konsep matematik, menguji konjektur-konjektur,
menyelesaikan masalah matematik dan menyusun-atur demontrasi pedagogi. Di samping
menyiasat secara kritis mengapa, apa, bila dan bagaimana ICT boleh digunakan dalam
pengajaran matematik, kursus ini juga membolehkan pelajar memahami lebih mendalam tentang
konsep-konsep dan proses matematik melalui penggunaan ICT.)

COURSE OBJECTIVES:
In the final course, the students will suppose to:
1. Appreciate the contributions of ICT in mathematics learning
2. Analysis the development of ICT in secondary school curriculum and its impact on
mathematics teaching and learning.
3. Understand why, what, when and how ICT can be used in mathematics classroom
4. Use ICT in mathematics classroom effectively.
5. To produce an effective teaching material using ICT. .

LEARNING OUTCOMES:
At the end of this course, students should be able to:
1.

Analyze the development of ICT in secondary school curriculum and its impact on
mathematics teaching and learning. (C4)

2.

Evaluate critically why, what, when and how ICT can be used in mathematics classroom.
(C5, CT4)

3.

Plan for effective ICT use in teaching of mathematics in secondary school. (C5, P4)

4.

Appreciate the contributions of ICT in mathematics learning. (A3)

5.

Work productively in different kinds of team (formal, informal and project-based). (TS3)

MAIN REFERENCES :
Lederman, N., & Neiss, L. (2000). Technology for technologys sake or for the improvement of
teaching and learning? School Science and Mathematics, 100(7), 345348.

ADDITIONAL REFERENCES:
Kerrigan, J. (2002). Powerful software to enhance the elementary school mathematics
program. Teaching Children Mathematics, 8(6), 364377

Oldknow, A., & Taylor, R. (2003). Teaching Mathematics Using Information and Communication
Technology. London: Continuum.

METHODS OF TEACHING
Interactive Lecture, demonstration, presentation, class and group discussions.

METHODS OF SOFT SKILLS EMBEDDED

Activity

Communication
Skill
(KOM)

Thinking and
Problem
Solving Skill

Life Long
Learning and
Information
Management
Skill

(KBKM)

Team
Work
Skill
(PSK)

Leadership
Skill

Professiona
l

Entrepreneurshi
p Skill

Ethic
(PIM)

(KU)
(ETIK)

(PBPM)

Assignment

COURSE EVALUATION:
Your grade will be based on the assignments and a group project. The distribution is as follows:
Assignment 1 (Essay on The use of Technology in
Mathematics

10%

Assignment 2 (Graphing Calculator)

Assignment 3(GSP and GeoGebra)
Assignment 4 (School-Based Research)
Final Exam

20%
20%
20%
30%

You are expected to attend all meetings of the class. Attendance will be taken at the beginning
of each class. Please take note that if you have one absent without any valid reason, you will
get a verbal warning. A warning letter from the Head of the Department will be issued if you miss
the class for the second time. If more than four times you will be bared for the final exam. If you
must miss a class, plan to get notes for that day from a classmate.

GRADING SCALE

Grade

Points Interval

GPA/CGPA

Rank

80 100

4.00

Excellence

A-

75 79

3.70

Excellence

B+

70 74

3.40

Credit

65 69

3.00

Credit

B-

60 64

2.70

Credit

C+

55 59

2.40

Pass

50 54

2.00

Pass

C-

45 49

1.70

Weak Pass

D+

40 44

1.40

Weak Pass

35 39

1.00

Weak Pass

0 34

Fail

SOFT SKILL GRADING SCALE:

Scale
Week
1-2

14-WEEK
TEACHING
SCHEDULE

Criteria

Has attained the elements of soft skills at the level of

5 Chapter/Topic
excellenceLearning Outcomes

T&L Activities

Introduction to
Analyze the development of ICT in secondary Interactive
4
Has attained the elements of soft skills at a good levelLecture,
SME6054
school curriculum and its impact on
class and group
course content
mathematics teaching and learning.
3 evaluation
Has attained the elements of soft skills at a satisfactory
level
discussions/
and
presentation

Soft
Skills
PBPM

Reference
Lederman,
N., &
Neiss, L.
(2000).

Has attained the elements of respected soft skills at a

2
Development
of ICT level
minimum
and its impact on
mathematics
1
Poor and need to improve
teaching and
learning in
secondary school
curriculum, CAI,
CAL, technology
tools, mathematics
software
Assignment 1

Applying and presenting mathematics

topics through GC.

Graphing
Calculator (GC)in
teaching and
learning
mathematics

Evaluate critically why, what, when and

how GC can be used in mathematics
classroom.

Interactive
Lecture,
demonstration,
class and group
discussions/
presentation

PBPM

Oldknow,
A., &
Taylor, R.
(2003).

Plan for effective use in teaching and

learning mathematics in the classroom.

3-5

Assignment 2 and
4

Geometer
Sketchpad (GSP)
and GeoGebra
(GG)in teaching
and learning
mathematics.

Plan for effective use in teaching and

learning mathematics in the classroom.
Develop an interactive mathematics lesson
based on an appropriate mathematics
topic
Applying and presenting mathematics
topics through GSP and GG.
Evaluate critically why, what, when and
how GSP and GG can be used in
mathematics classroom.
Plan for effective use in teaching and
learning mathematics in the classroom.

6-9

Interactive
Lecture,
demonstration,
presentation,
class and group
discussions/
presentation

PBPM,
PSK,
KOM &
ETIK

Presentation,
class and group
discussions/

PBPM,
PSK,
KOM &

Kerrigan, J.
(2002).

Plan for effective use in teaching and

learning mathematics in the classroom.
Develop an interactive mathematics lesson
Assignment 3 and
based on an appropriate mathematics
4
topic.
10 - 13

Project
Presentation
Individual Project

Plan for effective use in teaching and

learning mathematics in the classroom.

Kerrigan, J.
(2002).
Oldknow,

Presentation

ETIK

Assignment 4
Revision and
Reflection
14

Reflection on how ICT can be integrated in

the classroom.

Interactive
Lecture,
Group
discussions and
whole class
discussion

A., &
Taylor, R.
(2003).