slide presentasi dalam acara The 6thEast Asia Regional Conference on Mathematics Education diadakan di Phuket, Thailand 17 – 22 Maret 2013. Dengan 4 pembicara yang berasal dari Indonesia, Malaysia, Korea, Taiwan. pada kesempatan ini Indonesia diwakili oleh Prof. Zulkardi
1. Moderator:
Bill Barton (New Zealand)
Panelist:
Zulkardi (Indonesia)
Parmjit Singh (Malaysia)
Hee Chan Lew (Korea)
Fou-Lai Lin (Taiwan)
Plenary panel discussion
Future Challenges and
Educational
Responses:
Innovations and
Exemplary Practices in
Mathematics
Education
2. Plenary panel discussion
Future Challenges and Educational Responses:
Innovations and Exemplary Practices in
Indonesian Mathematics Education
Zulkardi
Sriwijaya University, Indonesia
zulkardi@unsri.ac.id
3. Focus: main challenges, educational
responses and innovation in
Indonesia Low score of mathematics achievement
PISA and TIMSS results and low attitude
(confidence and interest) toward mathematics
Some ideas from new math curriculum and
its implementation in July 2013
Lesson learned from implementation of RME
(PMRI), an instructional theory, and its
sustainability as an innovation in
mathematics education in Indonesia
5. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Reflection from PISA results 2009
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
Below Level 1
Almost Indonesian students are only able to understand math
and science up to level 3, while other countries are able to
reach level 5 and 6. Hence, the materials and the process of
learning of Indonesian students in the school are different with
developed countries(OECD)
Mathematics
Ranked 61/65 countries Science
6. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ChineseTaipei
Singapore
Korea,Rep.of
Japan
Turkey
Malaysia
Thailand
Iran
SaudiArabia
Morocco
Indonesia
Very Low Low Intermediate High Advance
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ChineseTaipei
Korea,Rep.of
Singapore
Japan
Turkey
Thailand
Malaysia
Iran
Indonesia
Morocco
SaudiArabia
Very Low Low Intermediate High Advance
Reflection from TIMSS Results of Mathematics (8th Grade)
2007 2011
More than 95% Indonesia students are only able up to intermediate
level while almost 50% Taiwan students are able to reach high and
advance level. With this information, materials that are taught in
Indonesia are not same with materials that are evaluated using
International standard. Therefore, change the Curriculum
7. Some Issues on the new curriculum
2013
(MoEC, 2012) New curriculum:
1) Focuses on a science process based, not teaching for the
test
2) It will initiated in July 2013, at grade 1, 4, 7 and 10
3) More use of ICT for content and teaching delivery
4) Students’ books and teacher guides are developed by the
MoE
5) Teachers will be trained how to use new book.
New math competences
(Cognitive, attitude, skill), students:
1) Understand math concepts
(numbers, geometry, algebra, probability & statistics with their
characteristics ……. then use them in problem solving of students’
daily live);
2) Have attitude to appreciate math and its application in the daily
live and build good characters such as consistent & discipline
3) Able to think
8. PMRI is Indonesian
adaptation of “Dutch
Realistic Mathematics
Education” since 2001.
Characteristics
Math is students’ activity;
use of Indonesian
context, models, intertwin
ed among
strands, interactivity and
contributions of students
Results so far
Students interest toward
math and guided to
understand math. concept.
PMRI is an Innovation in
Indonesia
9. Exemplary Practices of PMRI
1) Dissemination through Pre/In-service Math Teacher
Pre-service (courses) and in-service training (workshops
for teachers).
Up to 2012, PMRI has been implemented at 23 (33)
provinces
2) PMRI meets Lesson Study
PMRI as the content, LS as the professional development tool
for math teachers in improving the quality of student learning.
3) PMRI and PISA
Research on Designing PMRI / PISA-type items
Design KLM (National Mathematics Literacy Contest) for
Junior High School and workshop PISA for math teachers
since 2010
4) Sustainability of PMRI
Use of ICT-based materials (p4mri.net)
Developing International Master Program on Realistic
Mathematics Education in collaboration Indonesian-the
Netherlands (Unsri, Unesa, Utrecht Universiy) since 2009
11. The Malaysian Primary Mathematics
Curriculum coincides with one of the
most exciting times in the context of
Malaysian mathematics education
where changes are taking place so
prominently.
13. Salient points from the Malaysian
Education Transformation
Language
International standards
Assessment
The vital component in ensuring a
successful paradigm shift is the
presence of readiness”.
14. In discussing the issue of “readiness” in the
implementation of the new framework, the
main realization here is that in spite of the
implementation of the newly reformed
educational approach, such implementation
can only serve as a tool while the outcome of
the reformation can only be determined by the
teachers who are at the end of the day, the
very consumers of the tool. The question that
remains is:
Are the teachers ready and prepared for this
change?
I hope so!!
15. Number of Publications by Authors in EARCOME 6
Proceeding
89.1%
10.9%
Eastern Authors Western Authors
17. References citation in EARCOME 6
Proceeding
448
900
10
250
0
500
1000
Eastern Cited Western Cited
Eastern Authors Western Authors
18. Increasing Attitude and
Reducing Gap:
A New Challenge of Korean
Mathematics Education
Community
Hee-chan Lew
Korea National University of Education
hclew@knue.ac.kr
19. Current Issue
Korean students have demonstrated a high
level of achievement in TIMSS and PISA for
a long time:
TIMSS 2003, 2007, 2011,
PISA 2003, 2006, 2009
Despite of brilliant scores, the reports of
TIMSS and PISA show the some negative
results:
Lack of students’ mathematical attitude
Achievement gap induced by school locations.
20. Lack of Mathematics Attitude
Confidence Like learning mathematics
Korea 11% 49/50 23% 50/50
International 34% 48%
Confidence Like learning
mathematics
Value
Korea 3 % 38/41 9 % 40/41 13 % 41/41
International 14 % 28 % 48 %
TIMSS 2011 Mathematical Attitude (4th Grade)
TIMSS 2011 Mathematical Attitude (8th Grade)
21. Achievement Gap
PISA surveys shows that there were a big gap among 5
areas of village, small town, town, city and large city
classified by number of their populations.
22. New Policy of Mathematics
Education
The Ministry of Education announced “the
policy for advanced mathematics
education” on January in 2012 and
declared that 2012 was “the year of
mathematics education”.
The policy presents three principles to
guide Korean mathematics education
Mathematics for increasing thinking ability
Mathematics for feeling fun
Mathematics for being together
23. New Policy of Mathematics
Education
Mathematics for increasing thinking ability
Educational tools and technology
STEAM
Mathematics for feeling fun
Textbooks based on real life and story-telling
Mathematics Laboratory Classroom like a
science lab
Mathematics for being together
College students mathematics major as mentors
Mathematic online clinics
24. Projects based on the policy
Projects of Korean Community
Teachers: Professional Development
Autonomous in-service program of 60-90 hours
Schools: Mathematics Laboratory
Environment for guided discovery and cooperative learning
Local Governments: Cyber Home School
system to lessen the disparity of educational opportunities
between various social-economical groups
Society: Amazing Math-Bus
Experts delivered more than 60 kinds of tools and materials by
the bus to students in the underprivileged area
Publishing Company: Textbook Improvement
Student-friendly and fun textbooks based on STEAM and story-
telling
25. Fou-Lai Lin
National Taiwan Normal University
An Innovative Lightening-Up Program to
Overcome Challenges in Taiwanese
Mathematics Education
26. 1. Main Challenges in Taiwanese Math
Ed.
High Achievement
Lack Confidence & Negative Attitude
toward learning math
Learning Attitude
Thailan
dPhilippine
sMalaysia
Indonesia
Taiwan
Japan Korea
Hong
Kong
goal
state
Math
AchievementInt. Ave
TIMSS 2011
27. Changing Teaching Approach-
亮點基地計畫 Lighting-up
Program
MOE founded
A school-based, design-based
professional development program
Participation:school as a unit
Mentor:one school with one math
educator for one year
90% Math Educators in Taiwan are
participated (47)
28. Foundation of the Lightening-up
Program
Experiences on design-based P.D.
workshops
In particular, within an 1+7 integrated
research project (More than 10
mentors are available)
Cooperation of all math educators
School-based Model and Active
participation of Schools
29. 亮點基地計畫 Lighting-up
Program
Themes for the one-year learning
(Designing Task Sequences)
Conjecturing Prove and
Argumentation
Modeling Activity
Reading Comprehension of Math
Diagnostic Teaching of Math
Conception
Designing Math Literacy Assessment
Tasks
30. The Development of Curriculum for
Each Theme
First version of curriculum proposed
by an experienced team
Revised version brought up by
educators who are mentoring the
same theme
Adapted by each learning community
(school)
Q & A on pedagogical problems
+
32. Tensions Faced by Educators
Different Roles/Identities of In-service
Teachers
Timing for Elaborating Theories and
Principles
Tension Related to Teachers’
Vulnerability
33. Tensions Experienced by
Teachers
(1) Tension on Designing
- Active vs. Passive
(2) Tension on Teaching
- Content vs. Student-oriented
(3) Tension on students’ Learning:
- Goals of learning, learning
styles
34. Discussion Theme 1
When there is a curriculum
innovation, how can we ensure that
teachers are properly prepared and
that classroom change occurs and
is sustained ?
Discussion Theme 2
How do we shift systems with
high achievement/low motivation &
low achievement/high motivation to
high achievement/high motivation?