ASSIGNMENT OF FIVE PILLAR The Mathematics Curriculum is created to make the teaching and learning process becomes more

enjoyable, meaningful, useful, and challenging, either for teachers or students. It is also important to ensure that pupils show progression in acquiring the mathematical concepts and skills. Therefore, teachers can know the process that we should use to teach mathematics in order to develop the abilities of the students as they progress through middle and high school. The National Curriculum in Teaching Mathematics (NCTM) have elaborates the five mathematical processes in their book, Principles and Standards for School Mathematics. The processes are known as Five Pillars in Teaching and Learning Mathematics; Problem solving, Communication, Mathematical Reasoning, Mathematical Connection, and Application of Technology. According to Lester, a prominent mathematician in the 1970s, defined problem solving as a situation whereby an individual or a group is required to carry out the working solution. In doing so, they have to determine the strategy and method of problem solving first, before implementing the working solution. The strategy of problem solving needs a set of activities which will lead to the problem solving process. Basically, there are two types of problem solving; routine problem and non-routine problem. Routine problem is a type of mechanical mathematics problem. It is aimed at training the pupils so that they are able to master basic skills, especially the arithmetic skills involving the four mathematics operations (addition, subtraction, multiplication and division), or direct application of using mathematics formulae, laws, theorems or equations. Non-routine problem is a kind of unique problem solving which requires the application of skills, concepts or principle which have been learned and mastered. There are four steps to solve the problem, which is known as Polyas Model; understand the problem, understanding the problem, devising a plan, carrying out the plan, and looking back at the solution. For more information, (refer to Appendix 1).

The next pillar of mathematics is communication in mathematics. Communication is one way to share ideas and clarify the understanding of mathematics. The skills in mathematics are involve reading, writing, speaking, listening, and modeling, as well as pictorial, symbolic, and possibly tabular representations. We must learn to read written mathematics, and to understand what we are reading in the textbook, on the quiz, or in the newspaper. We also must learn speaking and listening skills to communicate mathematical ideas to others, while modeling skill helps us to generalize or simplify situations so we can share them with others. Some of the methods that can be used by teachers to create an effective communication environment in classroom: identifying relevant context associated with environment and everyday life experiences of pupils, identifying interests of pupils, identifying teaching materials, ensuring active learning, stimulating meta-cognitive skills, inculcating positive attitudes, and creating a conducive learning environment. There are also many convenient methods for sharing mathematical ideas: graphs, charts, pictures, and technology. For example, (refer Appendix 2). The example of effective oral communication technique in mathematics are story-telling, question and answer sessions using own words, asking and answering questions, structured and unstructured interviews, discussions during forums, seminars, debates, and brainstorming sessions, and presentation of finding assignments. The other important skills are written communication. The activities are include doing exercises, keeping scrap books, keeping folios, undertaking projects, and doing written tests. Mathematical reasoning and proof are the basis for understanding and solving mathematical problems. It should be a part of learning at all grade levels for all areas of mathematics. For diagram of problems to investigate encourages reasoning and justification in the exploration process, (refer to Appendix 3).

There are two types of reasoning; inductive and deductive. Inductive method, or generalizing from a series of examples, is often mistaken for proving conjecture to be true. This process does not verify or prove the validity of the statement. The deductive method is more complex than the induction methods. It generally referred as a method of using the existing mathematics principle, formulae, laws or theorem to derive new mathematics principle or solution in problem-solving. For example of deductive method, (refer Appendix 4). Mathematical connections are important to ensure pupils can link conceptual to procedural knowledge and relate topics in mathematics with other learning areas in general. For instances, exploration of the Fibonacci sequence (1, 1, 2, 3, 5, 8, 13) can be used to connect pattern finding and naming recursive functions. This exploration might lead us to know and use the concept of golden ratio, the golden rectangle, and to its implications for art. The mathematics curriculum also is taught from easy to difficult topics as the higher level we reach. The last pillar in mathematics is application of technology. Before this, we use symbols to represent and understand mathematical ideas. Teacher always use diagram, graphs and symbol to strengthen student understanding. With the present of technology, there are many ways to create the understanding. Now, the uses of advanced graphing calculators, computers, educational software, websites in the internet and available learning packages provide three-dimensional representations that are quite realistic. For example of diagram, please (refer to Appendix 5). In conclusion, five pillars in teaching and learning mathematics are important elements that need to be taken in the classroom in order to create an environment that is enjoyable, meaningful, useful, and challenging.