HBMT 2103: TEACHING MATEMATICS IN YEAR TWO

FACULTY OF EDUCATION AND LANGUAGES

HBMT 2103: TEACHING MATEMATICS IN YEAR TWO

SEPTEMBER 2010 SEMESTER

AMBILAN SEPTEMBER 2009

NAME                                    : LING HUI CHING (0168887212)

EMAIL                                  : linghuiching@gmail.com

TUTOR NAME                    : MR. ANDY JANANG AK HENRY TAWIE

ASSIGNMENT QUESTION:

¢   Find ONE (1) video in the internet that show how volume of liquid are measured.

¢   Create TWO (2) teaching aids that can be applied to Year Two students to help them understand better.

¢   Based on your teaching aids, you are required to create TWO (2) teaching activities; each for high achiever and low achiever students.

Finally, develop own blog and  post the video, teaching aid and teaching activities

INTRO: WHAT IS VOLUME OF LIQUID?!

INTRO: WHAT IS VOLUME OF LIQUID?!

Volume is how much three-dimensional space a substance (solid, liquid, gas, or plasma) or shape occupies or contains, often quantified numerically using the SI derived unit, the cubic metre.

Liquid have no definite shape in which occupy the available space of a container. They spread over the entire the area of section and stands up to a height. Hence the volume of liquid is the volume of its container up to the height of the liquid level. For this reason, the volumes of hollow shapes are called as "capacity" of the shape. This concept is mainly used in measuring volume of liquid shown on Figure 1.

FIGURE 1: VARIETIES CONTAINERS CAN HOLD SUDDEN AMOUNT OF FLUID.

CONFUSE....VOLUME OF LIQUID

CONFUSE… VOLUME OF LIQUID.

Many a times, mathematics is believed to be a logical subject. Just like in other subjects, still got students have misconceptions in mathematics even given definitions and formulas. These misconceptions are derived from their prior knowledge and experiences with misconceptions hinder the learning process, because they are tightly held by students.

Part of the most popular misconception of mathematics is The Tallest Container Always has the Greatest Volume. It’s regarding the confusing on capacity may arise among the students while teaching Volume of liquid especially when comparing capacity of two containers that can hold more. This a misconception caused by visual perception.

Also they learn this from eating in fast food restaurant and similar locations that display cup sizes. The tallest cup always holds more, because of the way they are displayed. Even though, students fill tall containers with water and then pour the water into a shorter container which has the same volume (shown in Figure 2). This is a difficult misconception to break and even adults have issues with this misconception.

FIGURE 2: POURING THE LIQUID.

WHY AND HOW TO ELIMATING MISCONCEPTION

WHY And HOW TO ELIMATING MINSCONCEPTION:

Eliminating mathematic misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing a discussion on the misconception is important. Providing guiding questions using inductive reasoning is the best approach. This is supported by Jean Piaget, "the great pioneer of the constructivist theory of knowing."

He believed knowledge development as a process of equilibration using two main concepts in assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones (shown in Video 1: Piaget Experiment - animated) . Especially Concrete Operational Stage: from ages 7 to 12 (children begin to think logically but a very concrete in their thinking). Children can now conserve and think logically but only with practical aids. They are no longer egocentric.

Video 1: Piaget's Experiment - Animated

The most effective method of eliminating is The Tallest Container Always has the Greatest Volume to address students' concreted activities in which involves hands on - minds in.

VIDEO: MEASURING LIQUID VOLUME IN NON STANDARD UNITS

VIDEO: MEASURING LIQUID VOLUME IN NON STANDARD UNITS 

This video promoted understanding measurement volume of liquid in two units which are milliliters (ml) or liters (L). It's also recommend the method to measure capacity volume of liquid by using non-standard units such as how many cups others than using graduated cylinder (standard unit) as we known before.

METHOD: LIQUID VOLUME MEASURING DEVICES.

METHOD: LIQUID VOLUME MEASURING DEVICES.

Measuring the volume of a liquid is relatively straight forward. Since liquids take the shape of the container in which they are placed, a liquid whose volume is to be found can simply be poured into a graduated container such as graduated cylinder (Figure 3), that is, a container on which some scale has been etched. Graduated cylinders of various sizes, ranging from 10 ml to 1 L are commonly available in science laboratories for measuring the volumes of liquids.

FIGURE 3: GRADUATED CYLINDERS MEASURING VOLUME.

Other devices, such as pipettes and burettes (Figure 4), are available for measuring exact volumes, especially small volumes. This is imperative, so students do not carry these misconceptions any further and develop a better understanding of mathematics.

FIGURE 4: BURETTE – MEASURING EXACT VOLUME.

TEACHING AIDS (I)

TEACHING AIDS

Teaching aids can be defined as materials be used or planned for activity, with its aim to obtain the final result directly from the work done. Referring this to the teaching, teaching aids gives practical work method which is a method used to train pupils to use to learn lesson concept or facts.

TEACHING AID (I)

§      Cups and tablespoons

§      One quart of water

§      Various Containers - each group should have a set of at least three different sizes/none larger than a quarter.