Matematik vs Logik

Assalamualaikum dan salam sejahtera Cikgu Madrid ucapkan kepada semua. Kali ni Cikgu Madrid nak kongsi 1 kisah lawak yang pasti membuat anda ter.................!!! Lawak ni nampak macam ".....u......a......" sikit. Harap jgnla pk yg bukan2 yer... Selamat membaca!!!

Kisahnye lebih kurang macam ni la...

Ada 2 orang gadis yang cantik. Mereka ni kawan baik la...duduk pon 1 rumah yg sama. Memang kalau nak pergi mane2 pon berdua...xleh nk berpisah... Kalau dalam kelas Cikgu Madrid ade jgk sahabat yg mcm ni... (nama dia MASRATNA & AWANIS)...jgn marah ye sbb pakai nama korang!. Tp Cikgu Madrid bukan nak citer pasal diorang...

Walaupun mereka ni sahabat baik, ade 1 perkara yg mereka sgt berbeza. Salah satu dari mereka cara berfikirnya Matematik (M) dan yang satu lagi cara berfikirnya menggunakan Logik(L).

Apabila Final Exam Menjelma

Bismillahirrahmanirrahim...

Lame giler dah x edit blog. Nak mnulis pon rase xsedap. Ermm..ni pon tulis sbb tibe2 terpikir nak citer sesuatu yg sgt menarik. Nak tau ape??? Sabar2...jap lagi taula.

Kisahnye simple jer... Skrg ni kan musim exam, so nk citer pasal gelagat2 budak laki kelas PISMP MATH Cohort 5 IPGKBA (Sama kelas nga Cikgu Madrid la..hehe). Cikgu Madrid tgk diorang ni berubah tibe2 jer... Mase sblm nk exam xde plk jd mcm ni. Dah sampai seru agaknya..haha...

Kat bawah ni antara gambar2 yg Cikgu Madrid sempat rakam ttg gelagat diorang.. Jom sama2 saksikan...

Lawak Guru dan Sin Chan

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Guru: Kenapa awak lambat?

Sin Chan: Kerana sebuah papan tanda.

Guru: Papan tanda mana?

Sin Chan: Yang ada tulisan, "Sekolah di hadapan, jalan perlahan."

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Guru: Sin Chan, Macam mana awak eja perkataan "BUAYA"?

Sin Chan: "B-O-O-W-A-Y-A"

Guru: Bukan, salah tu.

Sin Chan: Mungkin itu salah, tapi Cikgu tanya saya macam mana saya mengejanya, itulah yang saya eja!

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Kisah Semut & Belalang

Assalamualaikum dan salam sejahtera. Nak dengar cerita tak? Pada kali ini Cikgu Madrid ingin berkongsi satu kisah yang sangat menarik iaitu "Kisah Semut dan Belalang".

Kisahnya bermula...

Pada suatu pagi yang damai, ada sekumpulan semut yang sedang bertungkus-lumus memunggah makanan untuk dibawa ke sarang mereka. Sambil bekerja, mereka semua rancak menari dan ada seekor semut yang terkenal sebagai penyanyi dalam kalangan mereka iaitu Semut Merah namanya. Dia menyanyikan lagu ‘ Mari Kita bekerja’ dengan merdu sekali.

Semut Merah: Mari kita bekerja....
sambil goyangkan badan...
ikut rentak.. sama-sama....

lalala..

Dalam rancak semut-semut itu menari dan menyanyi, tiba-tiba datang seekor belalang yang tinggi, badan besar dan tangan yang tajam. Sekali Si belalang itu menghayunkan tangannya dapat menyebabkan semut-semut itu rebah dalam sekelip mata sahaja.

Kibarkan Jalur Gemilang

Pesanan Ikhlas daripada,

KAEDAH PENGAJARAN MATEMATIK : LABORATORY APPROACH

LABORATORY APPROACH

• Approach may be defined as “learning by doing”

• More often than not it involves children playing and manipulating concrete objects in structured situations

• Purpose is to build readiness for the development of more abstract concepts – often combined with guided discovery methods

IMPLICATIONS FOR TEACHING

• The approach has the support of theorists

• In an organized situation, pupils are able to proceed at their own rate • Pupils develop their own spirit of inquiry

• It is especially useful for younger children and slower learners

LIMITATIONS

• Requires a good supply of materials and suitable designed classrooms

• Demands a fair amount of teacher preparation and creativeness

KAEDAH PENGAJARAN MATEMATIK : INVESTIGATIONS

INVESTIGATIONS

1. The idea of an Investigation is fundamental both to the study of math and also to the understanding of the ways in which math can

be used to extend knowledge and to solve problems.

2. An investigation is a form of discovery

3. At its best, pupils will define their own problems, set procedures and try to solve them.

4. In the end, it is crucial for the pupils to discuss not only the outcomes of the investigation but also the process pursued in trying to pin down the problem and find answers to the problem.

5. As opposed to the guided discovery lesson where the objectives are clear. An investigation often covers a broad area of math objectives and include activities which may have more than one correct answer

IN DOING INVESTIGATIONS STUDENTS GENERALLY FOLLOW THE FOLLOWING FEATURES:

1. Initial problem

2. Data collection

3. Tabulate or organize the data

4. Making and testing conjectures

5. Try new concept if first conjectures are wrong

6. Attempt to prove a rule

7. Generalization of the rule

8. Suggest new or related problems

More able pupils can develop their creativity doing investigations and can perform all of the above 8 features.Weaker pupils may only be able to carry out the first 3 stages.Investigations are suitable for mixed ability groups

IMPLICATIONS

• Suitable for mixed ability groups

• Promotes creativeness

• Can be intrinsically satisfying to pupils

LIMITATIONS

• Require a high degree of teacher imput

• Can be difficult to fit into the conventional math syllabus

• Can be time consuming

KAEDAH PENGAJARAN MATEMATIK : GUIDED DISCOVERY

GUIDED DISCOVERY

1. Usually involves the teacher presenting a series of structured situations to the pupils. The pupils then study these situation in order to discover some concept or generalization

2. As opposed to exposition, the learner is not told the rule or generalization by the teacher and then asked to practice similar problems. Instead pupils are asked to identify the rule or generalization.

3. Not all pupils find it easy to ‘discover’ under all circumstances and this may lead to frustration and lack of interest in the activity. To avoid this, it may be necessary to have cards available with additional clues. These clues will assist the pupils, through guidance, to discover the rule or generalization.

LIMITATIONS

1. Time consuming for teacher to organize – some pupils may never discover the concepts or principles

2. It demands a fair amount of expertise from the teacher. Requires technical expertise (i.e. how best to organize or present the subject) and a good knowledge of the pupils (i.e. how much help/guidance should be given.