Kuliah 3 Prenumber Concepts

8/17/2019 Kuliah 3 Prenumber Concepts

1/79

Categories of The Knowledge Base

Content knowledge

General pedagogical knowledge

Pedagogical contents knowledge (PCK)

Curriculum knowledge

Knowledge of learners and their characteristics

Knowledge of educational context

Knowledge of educational ends, purpose, and value and their

philosophical and historical grounds

hulman (!"#$) % & categories of knowledge


2/79

T'C*+G K*+'-G-T'+

. P-'C//0 1T

Prof 1ad2a r3 +oor hah aad4akulti Pendidikan . Pem5angunan1anusia


3/79

K*+'-G-T'+ . P-'C//0 1T6

ow do 2oung children learn math7

8 Concrete 1aterials

Children need concrete o59ects6

o -eal stu: o 1anipulatives materialso Blockso

tickso ;*n order to make sense of newmath concepts or a5stract ideas3


4/79

< Time

Children need plent2 time to pla2 with math

materials 5efore the2 use them for teacherguided math activities3

= 1eaningful >oca5ular2

Children need to link to their ever2da2experiences3 1ath games and activities aregood opportunities to 5uild math voca5ular23

The2 need voca5ular2 to express their

mathematical experience3


5/79

T'C*+G 1T C/+C'PT

Teaching kindergarten and preschool math concepts requires

much more than handing children math workbooks or worksheets.

Children need to have math experiences thatincorporate theirsenses, that re?uire them to6

@ experiment

@ make o5servations @ allow them time to investigate

Children learn at their own rate


6/79

'>'0/P*+G '-0A

+1B'-


7/79

*+T-/CT*/+

Children are aware of number names long before they begin to

count

• ow old are 2ou7

• /n what oor is 2our house7• ow man2 sisters do 2ou have7• Dhat cannel should we watch7

uch earl2 experiences introduce num5er names as

well as s2m5ols % for example, E"F on the channelindicator or EF on the elevator

elping children develop num5er concepts andcounting skills has a high instructional priorit23


8/79

C/+C'PT

+um5ers are ever2where, and thus children geta vast amount of earl2 num5er experiences3

+eed to help children to organiHe their pre@num5er development

1an2 di:erent steps are involved in developingthese pre@num5er concepts that will lead

eventuall2 to meaningful counting skills3


9/79

T*/+

• *n learning to count, children aware of num5eras a characteristic of di:erent things3 The2 mustIrst know what to count3

• The a5ilit2 to separate and distinguish onething from another (such as 5ooks, to2s, people,etc ) is essential to num5er development % This is

classfcation in action3

• 'xperience in classif2ing to2s or an2 materialsthat interest children will 5e valua5le instimulating childrenJs o5servational skills3


10/79

• t this point, there ma2 5e no counting asmaterials are classiIed, 2et words such as more,ew, many, most, none will likel2 5e used in

descri5ing the resulting collection3 (4igure ! )

• ClassiIcation allow us to reach general agreementon what is to counted3

• 0ook at Igure !, and consider the ?uestion6 owman2 pieces of fruit are shown7

The answer is a num5er that tells how many

Dhen a num5er is used in this wa2, it is called a cardinal number.


11/79

• Pada ketika ini, kanak@kanak tidak 5uat klasIkasiatas pengiraan 5erkaitan dengan o59ek TP* han2aperkataan@ perkataan seperti lebih, banyak, sedikit,

tiada akan digunakan dalam menerangkan koleksio59ek@o59ek3

• KlassiIkasi mem5olehkan kita mem5uat mencapai

persetu9uan tentang apa 2ang hendak dikira3

• Terdapat 9enis nom5or 2ang perlu diperkenalkan,iaitu6

Nombor kardinal Nombor ordinal Nombor nominal


12/79

• +om5or kardinal % nom5or ini dikenali se5againom5or mem5ilang se5a5 nom5or ini menun9ukkankuantiti3

Contoh6 # 5i9i 5uah limau, L ekor 5urung

• Nombor Ordinal – menunjukkan susunan iaitu pertama, kedua, ketiga, … nombor ini tidak

menunjukkan kuantiti, Nombpr ini digunakansebagai membuat ‘ranking atau kedudukan.!ontoh" #elari pertama, kedua, …

• Nombor nominal – menunjukkan nama sesuatu

seperti nombor teleon, nombor bus, nombor jesey,nombor $ip kod.


13/79

• KelassiIkasi mem5eri peulang kepada kanak@kanak untuk mem5uat pengasingan 5agio59ek, seperti6

/59ek mana dari kumpulan mana

/59ek 5oleh dikelassiIkasi mengikut ciriatau warna


14/79

TT-*BT' B0/CK

ometimes called E0ogic BlockF, provide an excellent model forclassiIcation activities3 These 5locks ma2 di:er in color, shape, andsiHe3

'xample6 attri5utes for a set of M 5locks ma2 5e as follow6

Color 6 red, 5lack, green, 2ellow

hape 6 triangle, s?uare, pentagon

iHe 6 small, large

• Children at all grades can 5eneIt from some structured activitieswith these materials3


15/79


16/79

+• Comparison of ?uantities is the next importantstep toward counting and also is essential indeveloping num5er awareness3

• Comparison are plentiful in classrooms as children

use materials3

• Teacher@led activities occur fre?uentl2 and provideopportunities for ?uestions such as6

oes ever2one have a piece of paper7 re there more pencils or desks7


17/79

• These ?uestions either directl2 or indirectl2 involvecomparison, which ma2 lead to the ver2 important

and powerful mathematics notion of one@to@onecorrespondence3

'xample6 0ook at Igure M and consider these

?uestion,

Ere there more heart or cookies7

i3 Counting would provide a solution, particularl2

with cookies scattered on a plate3ii3 *f cookies are arranged in an orderl2 fashion,

we can make direct comparisons and answerthe ?uestion without counting


18/79

• Dhen making comparison6 tudents must 5e a5leto

discriminate 5etween important and irrelevantattri5utes3

• everal di:erent 5ut e?uall2 valid ver5aldescriptions ma2 5e given for this situation6

'xample6

alim has more leaves than minah

minah has fewer leaves than alim


19/79

• Children need to 5e familiar with descriptions ofrelationships such as6

Emore thanF Eless thanF Eas man2 asF

• grasp of these terms is followed 52 more explicitcharacteriHation3

'xample6

alim has one more leaf than minah minah has one less leaf than alim

• *n this cases the notion of order and

succession are 5eing developed3


20/79

• Children must come to realiHe that four is thenum5er 5etween Ive and three as well as one more

than three and one less than Ive3

• uch relationships can evolve naturall2 ascomparisons are made and discussed

• Dhen comparisons are made among severaldi:erent things, ordering is involved3


21/79

• 4or example6

children can ph2sicall2 compare their nameswith others

o

Dho has the longest name7o Dho has the shortest name7o Can 2ou Ind someone with a name the same

lengthas 2ours7

o Can 2ou Ind someone with one more (less)letter

than 2our name7

PERBANDINGAN


22/79

PERBANDINGAN(KATEGORI)


23/79

-'C/G+*T*/+

• Prior to counting, children are aware of smallnum5ers of things6 one nose, two hands, fourtires etc3

• -esearch shows that most children enteringschool can identif2 ?uantities of three things or52 inspection alone without the use of counting

techni?ues3

• /ne instructional goal for Irst grade is todevelop immediate recognition of groups up toIve or six3


24/79

• ight recognition of ?uantities up to Ive or six

is important for several reasons6

i3 *t saves time3 -ecognition of the num5er in asmall group is much faster than counting

each individual mem5er of that group3

ii3 *t is more accurate3 Children often mess upcounting small groups, even when theircounting skills are well developed3


25/79

iii3 *t is the forerunner of some powerful num5erideas3 Children naming small groups giveevidence of knowing earl2 order relations6

e3g36

three is more than two and one is less thanfour3

ome ma2 also realiHe that three actuall2contains a group of two and a group of one3

iv3 *t help develop more sophisticated countingskills3 Children who recogniHe the num5er in

a small group will more ?uickl2 5egincounting from that point3

v3 *t accelerates the development of addition

and su5traction3


26/79

C/+T*+G

• Dhat is counting7

@ Process 52 which children call num5ervalues 52 name3


27/79

C/+T*+G• Children ma2 count apples, 5locks, cards, rocks,stones, even petals of ower3 • Aou should tr2 counting the petals on the owers3 The2 provide a ver2 interesting setting for

practicing counting, and the2 remind us thatnum5ers are ever2where in nature3

• These items are discrete objects % materials thatlend themselves well to handling and counting3

• !ontinuous %uantities such as the amount of

water in a glass or the weight of a person, aremeasure rather than counted3


28/79

P-*+C*P0'

• ow do children count7

• 0etJs look at actual counting situation3 uppose

seven 5locks are to 5e counted3

• child who is what we will call a NrationalcounterJ might sa2 each num5er name as the5locks are counted3 The last num5er namedNsevenJ would report the total3

one two three four Ive six

seven


29/79

C/+T*+GP-/C'


30/79

i3 'ach o59ect to 5e counted must 5e assignedone and onl2 one num5er name3

ii3 The num5er@name list must used in a Ixedorder ever2 time a group of o59ects iscounted3 The child started with one andcounted two, three, ;, seven, in a speciIc

order3

iii3 The order in which the o59ects are counteddoesnJt matter3 The child can start with an25lock and count them in an2 order3

iv3 The last num5er name used gives thenum5er of the o59ects3


31/79

TG'

• everal di:erent stages of countingthat children t2picall2 demonstrateduring the primar2 grades3


32/79

3C/+T*+G

• The num5er names and proper se?uence areknown up to a limit of ten or so, which is animportant prere?uisite for all counting3

• Thus, a rote counter ma2 sa2, Eone, two, three,four, ; E

• The rate of sa2ing the num5er names is notcoordinated with the o59ects 5eing counted3


33/79

PengalamanPranombor

Memadankan objek 11.

Membandingkan kuantiti objek.

Membuat seriasi mengikut satuciri.

Mengecam corak berulang danmembina pola.

/59ektif 5agi setiap fokus



34/79

!onsep"ombor

Memahami nombor 1#1$%menyebut& membilang&menulis'.

Mengetahui sifar.

Memahami nombor 1$#($%menyebut& membilang&

menulis'.Memahami siri ($& )$& *$ dan+$.



35/79

,perasi"ombor

Memahami operasi tambahdalam lingkungan 1$.%satu digit dengan satu digit'

Memahami operasi tolakdalam lingkungan 1$.%satu digit dengan satu digit'



36/79

"ilai wang Mengecam duit yangberlainan

nilai.



37/79

!onsep-aktu

Memahami waktu dalamkonteks kehidupan seharian.



38/79

entuk dan/uang

Mengetahui kedudukan objekdalam ruang %depan& belakang&atas& bawah& luar& dalam& kiri&kanan'.



39/79

Pembinaan%construction'

Membina penghubungantara dua objek.

Membina lingkungan.

Membuat pelbagaibinaan mengikut kreati0itisendiri.

/59ektif 5agi setiap

fokus


40/79

3C/+T*+G

• correct num5er name is given as each o59ect ispointed to in succession3

• point counter will sa2 the num5er@name string5eginning with one and point to a di:erent o59ectsas each num5er name is spoken3

• lthough the one@to@one correspondenceprinciple is well esta5lished, it is possi5le for a

child to 5e a5le to point@ count and still not knowhow man2 o59ects have 5een counted3


41/79

3C/+T*+G

• -ational counting includes 5eing a5le to answerthe ?uestion a5out the num5er of o59ects 5eingcounted3

• -ational counting is an important skills for ever2primar2 grade child3

• /nce master2 of rational counting to !O or MO has5een reached, more ecient and sophisticated

counting strategies should 5e encouraged, suchas6


42/79

/+

• ere correct num5er names are given ascounting proceeds, 5ut the starting point isexi5le3

• Children can start at an2 num5er and 5eingcounting3

4or example6can 5egin with eight and count nine, ten,

eleven,; or5egin at sevent2@eight and count sevent2@nine,

;

• Counting on is also an essential strateg2 in


43/79

C/+T*+G

• Correct names are given, BT instead ofcounting 52 ones, the child counts 52 twos,Ives, tens, or other values3

• The starting point and direction are optional3

• To provide man2 patterns, skip countingprovides valua5le readiness for multiplication

and division3


44/79

+1B'-

• The phenomenon of conservation of num5erreects how children think3• De need to 5e aware of the s2mptoms of the

lack of conservation and its implications for earl2num5er development and counting3• *t occurs in di:erent forms3


45/79

+1B'-

'Q1P0'6 Teacher asks6 ow man2 5lue 5locks7 fter counting, thechild responds,

N*QJ ow man2 red 5locks7 The child againcounts and sa2s, N*QJ

re there more 5lue 5locks or red5locks7

The child sa2s, NThe2 are the sameJ3

B

-


46/79

+1B'-

'Q1P0'6 +/D T' -' B0/CK -' P-' /T3

Teacher asks6 ow man2 5lue 5locks7 N*QF ow man2 red 5locks7 N*QF re there more 5lue 5locks or red 5locks7 1ore red5locks3 Dh27 This *Q (-ed Blocks) six is 5igger3 B

-


47/79

+1B'-

• This is a t2pical case where a 2oung childthinks the num5er varies and depend on thearrangement or conIguration3

• ere the child 5elieves that stretching out therow makes it longer3 The fact that the num5erremains the same create no conict3

• The phenomenon of conservation wasdescri5ed 52 Rean Piaget and has 5een thesu59ect of much research3


48/79

T+K


49/79

BB M6

K/+'P P-+/1B/-, P'+G'0+, P'-B+*+G+ +P'+A++


50/79

OBJEKTIF


51/79

PENGENALAN


52/79

PENGELASAN (CIRI-CIRI)


53/79

PENGELASAN (TAHAP)

PENGELASAN (HASIL


54/79

PENGELASAN (HASILP&P)


55/79


56/79


57/79


58/79

PERBANDINGAN


59/79

PERBANDINGAN(KATEGORI)

PENYUSUNAN ATAU SERIASI


60/79

PENYUSUNAN ATAU SERIASI

S 1en2usun set o59ek mengikut terti5 ataususunan tertentu3

S Ke5olehan men2usun dan menerti5 adalahmengikut perkem5angan konservasi danpengelasan3

S ktiviti seriasi sama seperti prosedurpengelasan dan per5andingan3

S Ke5olehan seriasi kanak@kanak 5ergantungpada pemikiran 5er5alik ataupun men2usunM arah, ke hadapan dan ke 5elakang3


61/79


62/79


63/79

RUMUSAN


64/79

RUMUSAN

S Kanak@kanak mungkin tidak dapatmem5ilang selagi kemahiran padanan satudengan satu 5elum dikuasai3

S Kanak@kanak 5oleh men2usun alat@alatpermainan mengikut susunan o59ek5erdasarkan minat, pola dan sifat3

S ktiviti 2ang di5erikan mestilah 5ersesuaiandengan umur, ke5olehan dan per5eHaanindividu3


65/79

Ba5 6 Perkem5angan Konsep 0e5ih, Kurang, ama Ban2akdan edikit

OBJEKTIF


66/79

OBJEKTIF

S 1elihat perkem5angan konsep le5ih,kurang, sama 5an2ak dan sedikit3

S 1emperkem5angkan kreativiti melaluiaktiviti 2ang 5erinovatif dalampenga9aran3

PENGENALAN


67/79

PENGENALAN

S Pel5agai kaedah 5oleh di9alankan 2ang5ergantung kepada kreativiti guru3

S 1enggunakan kaedah penga9aran dan

pem5ela9aran 2ang sesuai3

S Kanak@kanak tidak dapat mem5ilang selagikemahiran padanan satu dengan satu tidak

dikuasai3S Kanak@kanak perlu di5erikan masa untuk

menguasai ke5olehan mem5ilang3

Padanan Satu


68/79

Padanan Satudn!an SatuS Ke5olehan memadankan o59ek mengikut

5ilangan ataupun pasangann2a3

S 1erupakan asas ke5olehan mengira atau

mem5ilang3S Bermula daripada konsep memadan o59ek

dengan o59ek mengikut6

a) warna, saiH, 5entuk, 5ilangan, pasangan

5) o59ek dengan nom5or

c) nom5or dengan nom5or

Padanan Satu dn!an Satu


69/79

Padanan Satu dn!an Satu(A"t#$#t#)

S 1emadankan 5enda 2ang 5erpasangan2ang sama3

S 1emadankan 5enda 2ang 5erpasangan

tetapi tidak sama3

S 1emadan 5ilangan 2ang le5ih dan kurang3

S 1emadan lapan gam5ar (5uah nangka)

dengan nom5or #3

Kada% Pn!aa'an dan


70/79

P*aa'anktiviti !6 1ana 0e5ih Ban2ak7

1em5andingkan makanan 5ungkusan dalam kotak dandalam 5ungkusan plastik3 1ana le5ih 5an2ak7

RUMUSAN


71/79

RUMUSAN

S Konsep le5ih, kurang, sama 5an2akdan sedikit melalui kaedah padanansatu sama satu ini perlu diterangkandengan 5aik3

S Guru perlu men2ediakan aktiviti 2angsesuai dengan tahap kanak@kanak3

P'-B*+C+G+


72/79

P'-B*+C+G+

1engikut gam5ar ra9ah di atas,5agaimanakah guru dapat menerangkankonsep le5ih, kurang, sama 5an2ak dan

sedikit7

1T'1T*K +TK


73/79

+*>'-*T* P'+**K+ 0T+*-*

1T'1T*K +TK

P-'K/0 (K1OO!)

BB


74/79

BB Perkem5angan Konsep +om5or 1em5ilang ecara0isan dan /59ek3

S Kanak@kanak 5ela9ar mem5ilang melalui hafalan3

S 1inat tentang nom5or akan tim5ul 9ika ian2a5erkaitan dengan diri kanak@kanak dan persekitaranmereka3

S Contohn2a 6 5ilangan deria pada anggota 5adankanak@kanak3

Proses hu5ungan satu dengan satu 2ang lain ataupadanan set 2ang meli5atkan 5enda dengan sim5ol3

K 5


75/79

Konsep nom5or

S Pengalaman nom5or 5oleh didapatimelalui pel5agai 5entuk seperti 6

!3PermainanM3+2an2ian

3Persekitaran luar rumah

3Kegiatan harian 2ang meli5atkannom5or

Tugasan 6


76/79

Tugasan 6

oalan 6

etiap kumpulan dikehendakimen2ediakan satu aktiviti 2angmem5erikan pengalaman mengenal

nom5or kepada kanak@kanakmelalui

!)Permainan (meli5atkan nom5or)

M)+2an2ian (cipta satu lagu)

)Persekitaran luar rumah

5 k 5


77/79

am5ungan konsep nom5or

S Proses mengira han2a akan 5erlaku apa5ilakanak@kanak faham maksud satu 5endadengan satu 5enda 2ang lain dan dua 5endadengan dua 5enda 2ang lain3

S ikenali dengan konsep padanan satudengan satu

S contohn2a 6 nom5or ! dengan ! 5i9i oren3

S Pengalaman mem5ilang dan menghafalnom5or perlu di5erikan kepada kanak@kanaksecara 5erulang@ulang kali melalui aktiviti2ang disediakan oleh guru3

5 k 5


78/79

am5ungan konsep nom5or

S Proses pengulangan ini 5ertu9uan 6

!)Bun2i dan susunan (seriasi) nom5ordisedari

M)4aham makna nom5or

)Kenal angka atau sim5ol

)usunan angka

L)1em5ilang atau mengira

-


79/79

-umusan

S Perancangan aktiviti atau pem5ela9arankonsep 2ang mem5erikan pengalaman5ermakna akan mem5antu kanak@kanakuntuk mengenal nom5or dengan le5ih5erkesan disamping kanak@kanak 5ela9armengenal nom5or melalui hafalan padaperingkat awal3

S kemp (!"#&) 6 kanak@kanak memerlukan"LU pem5ela9aran konsep dan LUpem5ela9aran melalui menghafal3

Kuliah 3 Prenumber Concepts

Documents

Transcript of Kuliah 3 Prenumber Concepts