How Can SEAMEO QITEP in Mathematics Helps Indonesian Mathematics Teachers to Help Their Students to be Independent Learners in the Case of Disaster Risk Reduction (DRR)? Fadjar Shadiq, M.App.Sc fadjar_p3g@yahoo.com www.fadjarp3g.wordpress.com 2015 FJR: COSMED DRR

Power Point Presented on Conference on Science and Mathematics Education (CoSMEd), SEAMEO RECSAM, Penang, Malaysia November 16 – 19, 2015 2015 FJR: COSMED DRR

Personal Identity Name: Fadjar Shadiq, M.App.Sc Place and Date of Birth: Sumenep, 20-4-55 Education: Unesa (Surabaya Teachers Colleage) and Curtin University of Technology, Perth, WA Teaching Experience: SHS Mathematics Teacher. Instructor and Teacher Trainer (0274)880762; 08156896973 fadjar_p3g@yahoo.com & www.fadjarp3g.wordpress.com 2015 FJR: COSMED DRR

Bruner: Discovery Learning is Learning to Discover 2015 FJR: COSMED DRR Source: NCTM Pythagoras Bruner: Discovery Learning is Learning to Discover Problem Solving? As mathematics teachers, we have to facilitate our children to learn to explore and to reinvent. The need for Students to Learn to Solve Problem and to Invent.

How did LITTLE GAUSS Solve this Problem? 1 + 2 + 3 + - - - + 98 + 99 + 100 ? 101 101 2015 FJR: COSMED DRR So, the result: 50x101  The Beautifulness of Mathematics. Learning Math means to make better and easier. But How? The importance of thinking, reasoning and creativity.

What is Mathematics? De Lange (2005) stated: “Mathematics could be seen as the language that describes patterns – both patterns in nature and patterns invented by the human mind.” 2015 FJR: COSMED DRR

Example of Master Teacher. Source: Isoda Euclides (Red Shirt). Your Comment? Example of Master Teacher. The Importance of Mathematics Teacher to Facilitate Children to Learn to Solve Problem and to Invent. 2015 FJR: COSMED DRR

The Importance of Teacher and Management of Learning “ …that the business of education is not learning, but the management of learning, that is, instruction. The teacher organizes the experiences of learners in a way that helps them change their performance in a meaningful way.” 2015 FJR: COSMED DRR

Even dan Ball (2009:1): “ ... teachers are key to students’ opportunities to learn mathematics.” Mathematics is important for us, however some students do not want to learn it. The next generation is also depend on us, mathematics educator. 2015 FJR: COSMED DRR

Why? How to Help Our Children? 2015 FJR: COSMED DRR Imagine the Future. Why? How to Help Our Children?

How to Help Our Students to Learn Mathematics Joyfully? Source: YeapBenHar 2015 FJR: COSMED DRR

Brain Theory: Cortex, Mid Brain, and Low Brain The cortex always searches for novelty. The mid brain always searches for pleasure. Low brain will always search for safe or non-threatening situation. 2015 FJR: COSMED DRR

Are needed by our students to survive in the 21st Century? What kinds of: knowledge skills attitudes Are needed by our students to survive in the 21st Century? 2015 FJR: COSMED DRR

Learn How to Learn/Independent L In Japan the purpose of education (Isoda & Katagiri, 2012:31) is as follows.   "... To develop qualifications and competencies in each individual school child, including the ability to find issues by oneself, to learn by oneself, to think by oneself, to make decisions and to act independently. So that each child or student can solve problems more skillfully, regardless of how society might change in the future." 2015 FJR: COSMED DRR

In the past Mathematics is known as deductive-axiomatic subject. Children only as follower. 2015 FJR: COSMED DRR

Postulates/Axioms in Algebra Vance (19..) : Closure: a + b  R and a.b  R. Associative : a + (b + c) = (a + b) + c a .(b . c) = (a . b) . c Commutative: a + b = b + a, a.b = b.a Distributive: a.(b + c) = a.b + a.c (b + c).a = b.a + c.a Identity: a + 0 = 0 + a = a, a.1 = 1.a = a Inverse: a + (a) = (a) + a = 0 and a.1 = 1.a = a 2015 FJR: COSMED DRR

PROVING 5 + 8 = 5 + (3 + 5) = 3 Prove: b + (a + b) = a Proof:  b + (a + b) =  b + (b + a) Commutative = (b + b) + a Associative = 0 + a Inverse = a Identity So: 5 + 8 = 5 + (3 + 5) = 3 2015 FJR: COSMED DRR

Children only as follower. How to help them to: Be Innovative? Be Creative? 2015 FJR: COSMED DRR

Lakatos was quoted by Burton (1992:2) states: “Deductivist style hides the struggle, hides the adventure. The whole story vanishes; the successive tentative formulations of the theorem in the course of the proof-procedure are doomed to oblivion while the end result is exalted into sacred infallibility.” 2015 FJR: COSMED DRR

George Polya (1973: VII): “Yes, mathematics has two faces; …   George Polya (1973: VII): “Yes, mathematics has two faces; … . Mathematics presented in the Euclidean way appears as a systematic, deductive science; but mathematics in the making appears as an experimental, inductive science.” 2015 FJR: COSMED DRR

Why? How to Help Our Children Learn Mathematics easily? Which Number is the Easiest to Learn? 37.131.512 (1) 31.117.532 (2) 23.571.113 (3) Why? How to Help Our Children Learn Mathematics easily? The third number (23.571.113) is the easiest to learn only if we relate to the first six prime numbers (2, 3, 5, 7, 11, 13). Otherwise we should memorize (rote learning)  difficult. The second number (31.117.532) is the second easiest to learn only if we relate to the third number (23.571.113) in reverse order. 2015 FJR: COSMED DRR

Meaningful Learning (Ausubel) Learning with Understanding (NCTM) Students should construct their knowledge based on their ‘previous/prior knowledge’ Meaningful Learning (Ausubel) Learning with Understanding (NCTM) Constructivism 2015 FJR: COSMED DRR

The Four Important Questions: In the case of DRR, how to Help Our Students to Learn Mathematics: meaningfully  easily? joyfully? to use their heads (think)? to be an independent learner? 2015 FJR: COSMED DRR

The DRR (Disaster Risk Reduction) 2015 FJR: COSMED DRR The DRR (Disaster Risk Reduction) There are a number of disasters threats in Indonesia (floods, volcanoes, and tsunamis ). UNESCO (2010): Hazards such as floods and tsunamis become disasters only when society lacks the ability to cope with them. When a natural hazard strikes, children are among the most vulnerable population group,  What people know is more important than what they have when it comes to saving lives and reducing loss.

The DRR (Disaster Risk Reduction) People living along the coastline failed to recognize that the receding of water quickly and unexpectedly from the coast may be the sign of tsunami will be coming. People followed it instead of running toward higher ground and inland. Many lost their lives because they did not know the meaning of receding coast. The needs to educate our children before disasters strikes. 2015 FJR: COSMED DRR

The Two Research Questions In the case of DRR, how facilitate our students to learn mathematics meaningfully, joyfully, learn to think and learn to be independent learners?  The PSA (Problem Solving Approach) In the case of DRR, how to ensure that the teaching and learning of mathematics will be focused on student centre approach  to help our students to be independent learners?  The LS (Lesson Study) 2015 FJR: COSMED DRR

Scientific Approach in Indonesia Observing Questioning Experimenting Reasoning Communicating The Scientific Approach should be implemented in Ind under the 2013 New Curr 2015 FJR: COSMED DRR

The PSA Steps 1. Problem Posing 2. Independent Solving 3. Comparison and Discussion 4. Summary and Integration. Source: Masami Isoda (2011) 2015 FJR: COSMED DRR

Japanese PSA Developing Student’s learning by/for himselves. In funny word; Constructivism In meaningful words; Teaching students who can do the same things without teachers help at the next time. In useful words; Teach students ‘how to learn’. Learning how to learn. How can we develop it? Through the Problem Solving Approach Through the developing Mathematical ideas, Mathematical thinking and Mathematical values Source: Masami Isoda (2011). 2015 FJR: COSMED DRR

What Is Lesson Study? Stacey, Tall, Isoda and Imprasitha (2012:v) stated that lesson study is a system of planning and delivering teaching and learning that is designed to challenge teachers to innovate their teaching approaches. It operates when teachers develop a sequence of lesson together: to plan, to do, and to see (reflect) to improve the lesson for future presentation on a wider scale. 2015 FJR: COSMED DRR

The Data of Mathematics Topic Related to DRR Table 1 The Data of Mathematics Topic Related to DRR Year DRR Topics Mathematics Topics 2012 Earthquake and Tsunami Statistics Data (PS), Logarithm (SSS) 2013 Flood Analyzing Data (SSS) and Differentiation (SSS) 2014 Volcanic Eruption Collecting Data (PS), Surface Area (JSS) and Differentiation (SSS) 2015 Landslide Data Statistics (PS), Gradient (JSS) and Integration (SSS) Observation Instrument 2015 FJR: COSMED DRR

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2015 FJR: COSMED DRR

RESULT 1 The Importance of the 1st Step of PSA The Relation of PSA and SA 1. Problem Posing 2. Independent Solving (The first 4 steps on SA: FS) 3. Comparison and Discussion (the last step on SA: FS) 4. Summary and Integration. Source: Masami Isoda (2011) 2015 FJR: COSMED DRR

RESULT 2 To change and improve the quality of teaching and learning process from a “typical” or “traditional” mathematics classroom to the new one and more innovative is not easy. Beliefs about what mathematics is and why it is important (Goos and Vale, 2007:4) “Mathematics teachers’ beliefs have an impact on their classroom practice, on the ways they perceive teaching, learning, and assessment, and on the ways they perceive students’ potential, abilities, dispositions, and capabilities.” (Barkatsas and Malone, 2005:71) 2015 FJR: COSMED DRR

RESULT 3 The integration of DRR and PSA can promote students to have positive attitude toward mathematics. 2015 FJR: COSMED DRR

RECCOMENDATION 1 Every mathematics teacher and educator should be facilitated to improve his/her competency to produce such high quality of teaching and learning resource materials for mathematics teachers (including in designing Lesson Plan that start with activities or contextual/realistic/mathematical problem and hypothetical learning trajectory) as real examples for mathematics teachers, from the pre service institution. Mathematics teachers need to be mentored or coached. 2015 FJR: COSMED DRR

RECCOMENDATION 2 Teachers need to experience mathematics in ways that they will be expected to teach it. Mathematics teachers need concrete examples that can be used and implemented in mathematics classes as real examples. Every mathematics teacher and educator was hoped and be motivated to improve his/her competency to produce such high quality resource materials for teachers (such as mathematics text books, example of lesson plan, and materials from website/blog, periodicals, films, or VCD). 2015 FJR: COSMED DRR

RECCOMENDATION 3 Further research should be designed to find the Indonesian mathematics teachers’ beliefs which have an impact on their classroom practice, on the ways they perceive teaching, learning, and assessment, and on the ways they perceive students’ potential, abilities, dispositions, and capabilities. Also important to find the best way to change the beliefs. 2015 FJR: COSMED DRR

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2015 FJR: COSMED DRR

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2015 FJR: COSMED DRR

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By the end of the class, the Teacher instructed the students to draw a picture of discussion results. The picture were then displayed on the class walls. 2015 FJR: COSMED DRR

Reflection: Improving the Teaching and Learning Process Collaboratively 2015 FJR: COSMED DRR

Reference Even R.; Ball, D.L. (2009). Setting the stage for the ICMI study on the professional education and development of teachers of mathematics. In Even R.; Ball, D.L. (Eds). The Professional Education and Development of Teachers of Mathematics. New York: Springer Burton, L. (1992). Implications of constructivism for achievement in mathematics. In 7th International Congress on Mathematical Education (ICME-7). Topic Group 10; Constructivist Interpretations of Teaching and Learning Mathematics. Perth: Curtin University of Technology. Isoda, M. & Katagiri, S. (2012). Mathematical Thinking. Singapore: World Scientific. Polya, G. (1973). How To Solve It (2nd Ed). Princeton: Princeton University Press. 2015 FJR: COSMED DRR

The End Thank You Very Much 2015 FJR: COSMED DRR