PERANAN GURU MATEMATIK

PANITIA MATEMATIK Tugas Panitia Matematik Memperoleh sukatan matematik terkini untuk kegunaan guru Menyediakan skema kerja semester dan tahunan Mencadangan buku teks matematik untuk kegunaan murid Mencadangkan buku rujukan dan bahan p&p Menyelaraskan penyediaan soalan ujian Membincangkan isu / masalah berkaitan p&p MT

PERANAN GURU - NCTM The teacher of mathematics should orchestrate discourse by posing questions and tasks that elicit, engage, and challenge each student's thinking; listening carefully to students' ideas; asking students to clarify and justify their ideas orally and in writing; deciding what to pursue in depth from among the ideas that students bring up during a discussion;

PERANAN GURU - NCTM The teacher of mathematics should orchestrate discourse by deciding when and how to attach mathematical notation and language to students' ideas; deciding when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with a difficulty; monitoring students' participation in discussions and deciding when and how to encourage each student to participate.

GURU SEBAGAI ARKITEK The teacher as architect creates the learning environment for students. arrangement of furniture that facilitates discussion, thought and exploration, establishes an atmosphere where mathematics and learning are important Create the feeling that students experience when they walk into the classroom, a place where students feel safe to take risks and share ideas, while learning to value the opinions of each other.

GURU SEBAGAI “COMPOSER” The teacher designs or selects something for students to do that will engage their intellect, stretch their thinking, increase their mathematical understanding, expand their toolkit of how to solve problems in their real world.

GURU SEBAGAI PENGARAH FILEM The teacher creates the learning environment and determines how actors will relate to each other How will students interact with each other as they go through an activity? What will the teacher do or say with students? What questions from the teacher can push a student's thinking just a little farther? What kinds of communication can really help a student develop mathematical understanding?

GURU SEBAGAI PENGANALISIS The teacher analyzes the teaching and learning that occur within the classroom. What worked today and what didn't work? What will I do differently next time?

GURU SEBAGAI NAKHODA Teachers must constantly evaluate how and what students are learning. Not wait until a student crashes before noticing a pupil has veered off course. work closely with students and provide ongoing course correction whenever misunderstandings begin.

GURU SEBAGAI CONTROLLER The teacher helps students experience the rich connections between the threads of mathematics like algebra, probability, measurement and geometry. helps student see the connections between mathematics and science, social studies, physical education and the arts. helps students make the vital connection between mathematics and the world outside of school.

GURU SEBAGAI PEMBELAJAR The teacher as student a commitment to lifelong learning knowledgeable about teaching standards-based mathematics, using current technology, and understanding new fields of mathematics, within six months or a year or two years, there would be a new need for professional development. 

Teachers As Life-Long Learners Personal Learning Plan Authentic Context Reflective and Collegial Dialogue Ongoing Assessment System Support

Personal Learning Plan Address the identified needs and interests of the teacher Needs: Self-Identified growth areas including beliefs and behaviors Peer-Identified growth areas including beliefs and behaviors Interests: Relevant content area expertise Relevant process expertise

Authentic Context Learning is relevant to the context of the teacher’s practice Learning is active Teachers create new products (knowledge, multimedia presentations, learning tools Teachers learn new skills (better performance, increased process expertise)

Reflective and Collegial Dialogue Reflection Standard part of the learning process A means for improving practice Collaboration Opportunities for teacher interaction Solving problems Creating knowledge Advancing the teaching craft Opportunities for idea sharing Opportunities for critique Opportunities for reflection

Ongoing Assessment Is based on common goals Everyone knows the goals and criteria for success The goals are established collaboratively by stakeholders Is performed consistently and continuously The assessment processes are frequently reviewed for improvement Assessment is conducted to improve rather than to judge • Is performed by many people at various levels All parts of the system assess and are assessed

System Support Makes learning a priority Addresses Barriers For students For teachers Helps teachers establish plans Identifies and develops expertise Creates linkages between teachers Provides necessary resources and conditions Addresses Barriers Identifies competing forces Provides local learning opportunities Utilizes local expertise Designs high-quality learning opportunities with follow-up Provides time for learning during the school day As an activity that is a standard part of daily professional practice As a continued and connected experience spanning a professional career