1. Expected Works of SEAMEO Regional Center for
QITEP in Mathematics for SEAMEO 7 Priority Areas
Fadjar Shadiq
SEAMEO QITEP in Mathematics
Tokyo, 11 February 2017
2017: SEAMEO-TSU Sym V

2. How to help Mathematics Teachers?
Imagine the Future.
What kinds of:
MAT knowledge
MAT skills
MAT attitudes
Are needed by our young generation to survive in the 21st Century and beyond?  The Focus must be on our Students and on our Mathematics Classes.
How to help Mathematics Teachers?
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5. What We Do
For the last six years, SEAQiM has conducted several courses, training, workshops, symposiums, and research to address the latest issues in mathematics  Focus on our Students and our Mathematics Classes.
The Centre has also been developing a mathematics regional assessment under the title of MaRWA (Mathematics Regional Wide Assessment). This ongoing project is a collaborative work by SEAQiM, SEAQiS and SEAMOLEC with the support of the MoE of 11 SEAMEO Member Countries.
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6. Courses Teacher-made Teaching Aids Joyful Mathematics Learning
Differentiated Instructions
Utilization and Development IT-based Mathematics Learning
Clinical Supervision
Lesson Study in Mathematics Education
Southeast Asia Mathematics Realistic Education (SEA RME)
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7. Expert Facilitators
Additionally, the Center invites lecturers and experts to support the training
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8. Facility Mini library with math books and learning resources
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9. Unique Experience Participants collaboratively learn and work together
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10. Unique Experience
Participants are not only learning about theories but also can practice it during the training. They have the opportunities to teach in our partner schools.
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11. Unique Experience
Participants are not only learning about theories but also can practice it during the training. They have the opportunities to teach in our partner schools.
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12. Product
Videos of the teaching and the teaching aids are available on our YouTube channel
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13. Product
Videos of the teaching and the teaching aids are available on our youtube channel
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14. Product
We have published journal and magazines
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15. Purpose of National Education (Indonesia) (Pasal 3 UU No 20 Sisdiknas Tahun 2003)
To develop students' potential to become faithful and pious man, noble, healthy, knowledgeable, skilled, creative, independent, and also to become democratic and responsible citizen.
Spiritual Attitude
Core Competence #1: Faithful and Pious
Social Attitude
Core Competence #2: Healthy, independent, democratic and responsible, etc
Knowledge
Core Competence #3: Knowlegeable
Skill
Core Competence #4: Skilled and creative, etc
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17. Objective of Math Education
We should develop children who can use what they learned before with out our support. If they developed, they can reply the question what do you want to do next.
Human Character Formation
Attitude and Values: Beautifulness, Curiosity, Reasonableness, Appreciation
Skills for Learning: Learning How to Learn
Mathematical Thinking:
Extension, Generalization, Anticipation, Integration, Change the representation for explaining
In Japan, Isoda sensei, produce this source, special for Math subject area.
Knowledge and Skills
Traditional way of calculation
New way of calculation
Pattern on the calculations
`Source: Isoda (2015)
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In SEA countries, under the help of Isoda sensei, SEAMEO RECSAM produce this source, special for Math subject area.

19. Our Challenge
If we agree to help our students to be competence on: (1) Math knowledge, (2) Math Process and (3) Good attitude / character for Global citizenships.
How to help our mathematics teachers to be competence in helping their students to be competence on : (1) Math knowledge, (2) Math Process and (3) good attitude toward for Global citizenships.
How?
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20. Shadiq, (2016b): “How to Help Our Students to Learn Mathematics”
meaningfully  easily?
joyfully?
to use their heads (think)?
to be an independent learner?”
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21. The Indonesian Scientific Approach (MoEC, 2013)  More on Process Skills (FS)
1. Observing 2. Questioning 3. Reasoning 4. Collecting or experimenting 5. Communicating
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22. The Japanese PSA Steps
1. Problem Posing 2. Independent Solving (FS: SA) 3. Comparison and Discussion 4. Summary and Integration. Source: Masami Isoda (2011)
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23. The PSA Includes
1. Enabling students to apply and extend the learned ideas to new problem situation by/for themselves (meaningful learning, FS).
2. Teacher must accept any ideas (any alternative answers, FS) of children if it is originated from what they already learned but allows them to talk on their demand.
Source: Masami Isoda (2011).
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24. RESULT 2 Source: Shadiq, (2016a) 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, but we can do it together.
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)
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25. Source: Goos and Vale (2007:5)
Source: Goos and Vale (2007:5). Frei (2008:8) stated that often teachers feel comfortable teaching the way they were taught.
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Lesson Learnt from QiM (The Real Problem): How to Change the Real Teaching Practice?
Teachers need to experience in ways that they will be expected to teach it.
Teachers need to understand the importance of math thinking. Teachers cannot teach what they themselves do not understand.
(Isoda & Katagiri, 2012:37)
One method in facilitating teacher to Change his/her Teaching Practice is by letting them to work cooperatively among themselves  Lesson Study.

27. How to help SEAMEO member countries mathematics teachers?
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Several Questions
What is the percentage of the certainty that we are able to change the paradigm and behavior of mathematics teachers? What are the arguments?
What should be taken into account to increase the level of certainty of Q#1?
What should be taken into account we will increase the percentage of SEAMEO member countries students who can work on the problems in the high category and advance level [requires reasoning] from only 5%?
How to help SEAMEO member countries mathematics teachers?

28. Lesson Learnt from QiM: What Should be Done?
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Lesson Learnt from QiM: What Should be Done?
To change teachers’ behavior in their classes is not easy.
Teachers need our helps.
Center should provides ‘real example’ of ‘ideal’ Math teaching process in Math classes.  Lesson Plan, Video, Open Lesson and Text-Books.  Learn from JICA & UoTsukuba.
The need of radical change on the nature of examination.
The need also of radical change on the pre-services system.
One method in facilitating teacher to Change his/her Teaching Practice is by letting them to work cooperatively among themselves  Lesson Study.

29. Reference
Frei, S. (2008) Teaching Mathematics Today. Huntington Beach: Shell Education
Goos, M.; Stillman, G.; and Vale, C. (2007). Teaching Secondary School Mathematics: Research and Practice for The 21st Century. NSW: Allen & Unwin
Isoda, M. & Katagiri, S. (2012). Mathematical Thinking. Singapore: World Scientific.
Isoda, M. (2015). Mathematical Thinking: How to Develop It in the Classroom. Power Point Presented on: Course on Lesson Study in SEAMEO QITEP in Mathematics.
SEAMEO RECSAM (2016). Working paper for SEAMEO Basic Education Standards (SEA-BES): Common Core Regional Learning Standards in Science and Mathematics. Penang: SEAMEO RECSAM.
Shadiq, F. (2015). 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)? Paper presented on Conference on Science and Mathematics Education (CoSMEd), SEAMEO RECSAM, Penang, Malaysia, 16 – 19 November, Yogyakarta: SEAMEO QITEP in Mathematics.
Shadiq (2016a). The Opportunities and Challenges on the Teaching and Learning of Mathematics. Experience of SEAMEO QITEP in Mathematics. Power Point Presented on: The Workshop on Promoting Mathematics Engagement and Learning Opportunities for Disadvantaged Communities in West Nusa Tenggara in Australian Embassy, Jakarta, May 12, Yogyakarta: SEAMEO QITEP in Mathematics.
Shadiq, F. (2016b). The Japanese Problem Solving Approach (PSA). PowerPoint Presented on Course on Joyful Learning for Primary School Teachers. SEAMEO QITEP in Mathematics, Yogyakarta, 24 August – 6 September Yogyakarta: SEAMEO QITEP in Mathematics.
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30. THANK YOU
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