1. PERANAN GURU MATEMATIK

2. 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

3. 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;

4. 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.

5. 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.

6. 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.

7. 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?

8. 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?

9. 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.

10. 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.

11. 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. 

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

13. 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

14. 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)

15. 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

16. 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

17. 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