EARLY CHILDHOOD CONFERENCE 2013 PROMOTING MATHEMATICS EXCELLENCE : A COMMUNITY-BASED APPROACH Maimoonah Ahmad Ms Suri Yati Buang

Background COMMUNITY LEADERS’ FORUM (CLF) Family  Wrap Around Care  Community of Practice  Community Projects  Core Prenting Skills  Family Excellence Circles Employability  Move Into  Move Up  Move Between  Move Across Education  Maju Minda Matematika(Tiga M ) or Progressive Mathematical Minds  Preparatory Math and Science Workshop for Primary 5  Success in PSLE Mathematics Seminar  Intensive PSLE Math Youth  Youth In-Action (YIA)  Max Out  Integrated Programme for Teenagers (NUR)  Empowerment Programme for Girls (EPG)

Community Leaders Forum In 2011, a total of 255 partners were involved in running CLF programmes Mosques Community clubs Grassroots orgs Voluntary Welfare Orgs, Family Service Centres Schools

PartnersBeneficiaries Partners and Beneficiaries

Education Network

Maju Minda Matematika (Tiga M)  Maju Minda Matematika or Progressive Mathematical Minds conceptualised and piloted in 2002; rolled out in 2004  Targets low-income Malay/Muslim families and their pre-school children aged 4 to 6 years old

Maju Minda Matematika (Tiga M) Objectives:  To increase parents’ knowledge and understanding of the development of basic concepts in mathematics  To increase parents’ confidence and skills in engaging their children in home based activities that would develop problem- solving and numeracy skills  To empower parents in creating a home environment conducive to the development of children’s mathematical skills

Parents’ Involvement: The Key To Improved Students’ Achievement Research by Yayasan MENDAKI  Two groups of children from Low income families  Children who passed Mathematics  Children who did not pass Mathematics  Findings:  Parental involvement is positively related to children’s Math performance.  58% of parenst faced difficulties in helping their children with their studies  Recommendation:  Programs targeting parental involvement in mathematics focus on home-based practices that do not require technical mathematical skills.  Parents to receive training, resources, and support to create home learning environments that foster high expectations for children's success in Mathematics

Maju Minda Matematika (Tiga M)  6-session programme; each session 3 hours  Activities include:  Parent workshops through hands-on activities and demonstrations to develop parents’ understanding about the development of mathematical skills  Children’s activities that involve exposure to mathematical concepts  Parent-child practice session

Maju Minda Matematika (Tiga M)  Built on the premise of Mediated Learning Experience (MLE), describes a quality of interaction between a learner and a ‘mediator’.

Maju Minda Matematika (Tiga M) Parent as “Teacher”

Maju Minda Matematika (Tiga M) Parent as “Mediator”

75% of students not in LSP (P1) Indicator: 75% of children are not in LSP Method: phone calls to participants Outcomes Shift (+ve) in parents’ perception towards Math: Self ability, interest in Math, how Math skills acquired, child’s ability. Indicator: 75% of parents. Method: Pre / Post Perception Survey. Shift (+ve) perception on factors that contribute to child’s math performance: Role of parents, early exposure (Math), hard work, teacher’s role, child’s friend good in Math Indicator: 75% of parents Method: Pre/Post test Children find Math fun and interesting Indicator: 90% children enjoyed the program Method: Choice of ‘happy face’ Parents demonstrate ability to use MLE for assigned tasks: 5 Elements 1.Intentionality / Reciprocity 2.Meaning 3.Transcendence 4.Competence 5.Self-reg. / Control of behaviour Indicator: 75% of parents able to demonstrate MLE Method: 1.Mediation Checklist 2.Video analysis Intermediate Immediate Impact (Session 1-6) (Upon completion of prog.)(6 mths after)

Shift (+ve) in Parents’ Perception towards Math IMMEDIATE OUTCOME ( N=100) Criteria+ Shift Acknowledged the importance of Math2% Confidence in child’s ability to perform better in Math 9% Confidence in assisting children22% Math can be taught using home utensils 16%

IMMEDIATE OUTCOME

Children’s Rating of Tiga M N =161 IMMEDIATE OUTCOME

Overall Improvement of Mediation Elements INTERMEDIATE OUTCOME Components of MLE : Intentionality & Reciprocity, Meaning, Transcendence,Competence, Self Regulation & Control of behaviour

INTERMEDIATE OUTCOME

IMPACT OUTCOME

Children’s Rating of Tiga M N =161 IMMEDIATE OUTCOME

PCF Woodlands; PCF Eunos; Hasanah, Assyafaah & Ghufran Mosque Criteria+Shift Acknowldged the importance of Mathematics4% Have confidence in child’s ability to improve performance in Maths24% Have confidence in assisting their children24% Mathematics can be taught using home utensils32% PARTNERS’ IMMEDIATE OUTCOME

Partner’s Feedback Parents Tiga M has given parents confidence in assisting their children in education. They are now more aware of what is being taught in school. Tiga M workshop conducted in schools has created a good bond between parents, teachers and children. Parents expressed that they acquired new knowledge through the workshop. Class discussions and presentation enable parents to understand all mediated learning components. Tiga M is very effective and suggested it should be extended to lower and upper primary level. Worksheet to be translated to English for the non-speaking Malays. Children: Children attended this workshop have shown positive changes in their behaviour. They are more responsive and seems to exhibit an interest in Maths.

Tiga M Partners

Maju Minda Matematika (Tiga M) To show 7 minutes video

Sharing session - Collaboration between MENDAKI & PCF PCF Woodlands Experience Maju Minda Matematika (Tiga M)

How it all started at PCF Woodlands?  Education Network shared the success of Maju Minda Matematika (Tiga M)  Piloted at PCF Woodlands in 2009

Why we agree to embark on this programme?  parents involvement in Math activities  development of skills set for parents  engagement with low-income parents

How it benefits our parents / students / families & teachers?  increases parents’ understanding of basic numeracy concepts thus improving their knowledge & confidence  improves child’s attitude towards Mathematics, enhances his/her self-confidence and social development  programme flexibility and easy access

How it benefits our trainers?  as trainers, the teachers faced a different group of audience – the parents  through MENDAKI’s training – teachers are more confident to engage parents  parents and teachers develop rapport over 6 weeks

Lesson Learnt  Awareness of parents on the benefit of the programme through Hands-on activities.  PCF efforts to reach to kindergarten parents is made possible with the collaboration between CLF and PCF.  Positive feedbacks from parents on their children’s progress after attending the course attract other parents to take up the course

 Trainers will be more competent and confident in their presentation skills  Mendaki provides training for trainers in areas of self and professional development  Reinforcement of concepts that had been taught in school for easy and better understanding  We are open to share with others our knowledge and experiences and ready to mentor those who are interested Welcoming others on board TigaM

Challenges...  Getting participation from parents  Getting parents to commit to the programme  Getting fathers to attend the programme

Conclusion...  hope to see more PCF kindergartens and other organisations take on Tiga M  benefited our children, parents, PCF kindergartens, trainers and the community