Fadjarp3g



Report on Attending Fadjar Shadiq, M.App.Sc (fadjar_p3g@ & fadjarp3g.)Deputy Director for Administration of?SEAMEO QITEP in MathematicsMoscow Center for Continuous Mathematical Education (MCCME), invited 2 participants from Indonesia.Fadjar Shadiq (The Deputy Director for Administration of?SEAMEO QITEP in Mathematics).Novriana Sumarti, Ph.D. (The Lecture of Faculty of Mathematics and Natural Sciences, Institut Teknologi Bandung, Indonesia).to attend the Open Environment for Mathematical Education in APEC Schools and Student Mobility.This conference includes keynote lectures, short presentations, discussions and workshops. The Conference was hosted by the Moscow Center for Continuous Mathematical Education (MCCME), with the Chair was Prof. Ivan Vysotsky (MCCME). This international level conference was attended by prominent mathematics educators from Europe (I.V. Yaschenko, Ivan Vysotsky, Ysette Weiss-Pidstrygach, Masha Klerx and A Uger); from Asia (Maitree Inprasitha, Boris Koichu, Tatsuya Mizoguchi, Yusuke Shinno), and from America (Raimundo Olfos, Soledad Estrela). The activities during the conference as follow.Day 1, Wednesday, April 8, 2015.?Venue: MCCME, Moscow, Russia. Boris Zhelezov (Ministry of Education and Science of Russian Federation) welcomed all of the participants to attend and participate in the conference, to share ideas and expertise in achieving:the monitoring of the math education level and differences in math teaching approaches in school teaching in different APEC economies through developed cross-tests;comparative analysis of key aspects of math education carried out using test results by the international experts` workgroup;elaboration of recommendations sent to the Ministries of Education of partaking APEC economies and uploaded to an Internet platform. Mikhael Slutc (Mathematics Teachers Association of Moscow) informed the open bank of mathematics in Russia and gives and offers opportunity to others countries to use the said bank.Ivan Yashchenko (Director of MCCME) shared his idea regarding the Problem Solving Approach as a Tradition in Russian Mathematical Education. He started his lecture with George Pólya statement: “If you can't solve a problem, then there is an easier problem you can solve: find it.”?He informed the data of the tradition of problem-solving in Russia from 17th century to present days. Ivan Vysotsky proposed: “the Open Environment Project & a multilingual database of mathematical problems” as part of: (1) mutual enrichment and (2) comparative studies and assessments. In addition he argued: (1) International forums like ICME try improve this, but teachers do not attend those forums and (2) We need an international educational resource available for all teachers who desire to get to it. Therefore MCCME proposed Open Environment Project (OEP). The main principles of OEP: (1). multilingual database, (2). community-oriented development, (3). comparative studies demonstrating strong and weak points and (4). a platform for a mutual enrichment using shared resources.Fou-Lai Lin shared his idea regarding “The Context Factor in Taiwanese National Mathematics Assessment.” He proposed the characteristics of levels as follow.Regarding, the effects of PISA in Taiwan, he informed: (1) In Taiwan, PISA used to be an inactive seed, (2) appears once every three years, (3) could only be seen in newspapers, (4) Taiwanese performance in PISA seemed to be similar in TIMSS, (5) be excellent in mathematics and science literacy, (6) but poor in reading literacy, (6) after summer 2012, the inactive seed suddenly burst, (7) into every family with high school students, (8) into the minds of all high school teachers, (9) into daily conversations of Taiwanese educational community, (10) meanwhile, a strange phenomenon arose: PISA cram schools shot out numerously. Raimundo Olfos, presented: “Test for 6-graders in Chile.” He informed regarding SIMCE (MS of QEE) Chilean measurement system of quality and equity in education. In Chile, tests in mathematics are provided in 2nd, 4th, 6th, 8th and 10th grades in every schools and the results are informed by class and school, but not by students (teachers are controlled, school are ranked). Tests include around 30 questions. 10% are open response question, 90% are 3 or 4 alternative closed question. 6-grade test include questions referred to numbers and operations, patterns and algebra, geometry, measurement, and data and probabilities. In general, mathematics tests consider three cognitive domains: knowledge, application, and reasoning.Pimlak talked: “Test for 3rd graders in Thailand: Comparative Study.” The comparative study collaboration includes the necessity to have instruments translated in Thai from Russian (in English version) and have been tried-out with 3rd graders students in Thailand. There are only 10 items that suit for Thai 3rd graders from 19 items because of the items were not in the Curriculum in Thailand, the average score was 5.36. She also informed the difficulty in translating from English version to Thai version.Mizoguchi and Shinno talked: “Japanese Elementary School Students Math Performance: A Case of Tottori Prefecture regional “Math Diagnostic Test.” Although each Test problem requires only the answer basically, “problems for examining the thinking process” require describing the thinking process by an indication: “Let's leave your writing/trajectory of thought.” It is the reason why we focus on “problems for examining the thinking process.” Example of the test was: “When distributing 12 pencils by one for one person, 5 pencils are left. When 10 pencils, how many pencils are left?”Novriana Sumarti presented: “Literature Study on the Indonesian National Assessment for High School Students.’ She stated: The pro stated three reasons on using the result of the national assessment to be set as the passing criteria for a student’s graduating: (1) The need to measure of the quality of education across the region, (2) the use UN as a national standardization of education quality, and (3) It can motivate the students, parents, teachers, and stakeholders to enhance the learning achievement of students based on the national standards. While the cons stated: (1) the results of the National Exam should be used only as an evaluation tool rather than as the decision to pass or fail to graduate, and (2) the access to standard education facilities are still not well distributed. In addition, there are big gap between the public school facilities in Java Island and ones in other islands. This becomes the reason of unfaireness on evaluating the same standard in all schools.Soledad Estrella presented: “Statistical Knowledge Approach in Chile:an Example About Tabular and Graphical Representation.” She concluded that; (1) the poor performances of students confirm the statements in previous studies on the difficulties of adults and children regarding statistics, (2) poor performance are also expected in students as recently teaching and learning of statistics has been established as a cornerstone throughout the school years, and (3) the reading, construction and interpretation of graphs and tables is part of the statistical literacy achieved in schooling, and these contents whether declared in the curriculum have not yet entered the Chilean classroom.Day 2, Thursday, April 9, 2015.?Venue: MCCME, Moscow, Russia. Chan Roath discussed: “Mathematics Education in Cambodia Today and National Assessment on Mathematics at Primary Schools.” He informed regarding: (1) Current Education System in Cambodia, (2) Mathematics Education in Cambodia Today, and (3) National Assessment on Mathematics Education in Grade 3 on 2012 and Grade 6 on 2013.Fadjar Shadiq presented: “International Open Bank of Mathematical Problems and Indonesian Perspective.” He concluded: (1) the practice of examination and assessment can be used to ensure that the practice of teaching and learning of mathematics will help our students to be independent learner and creative citizens and (2) the various kinds of assessment can be used: (1) to assess facts, concepts, principles, or skills achieved by our students; (2) problem (before or after students learn the knowledge, closed or open) and (3) exploration/investigation.Chhit discussed: “Questionnaires for Math-teachers secondary school in Cambodia.” He stated: (1) most teacher think that the main problem cause from past year (not finish the curriculum), but he/she (60%) also can not finish this year, (2) still have big difference between Urban & Rural school especially problem of the “main textbook”, (3) need more books, more material for teaching and promote ICT in math-teaching process, (4) time by time the problem of electricity & Telephone (also internet access) will be solved, and (5) create/support the math-instruction process by using ICT.Mathematics workshop was held at Steklov Mathematical Institute of Russian Academy of Science. The participants were admired by several mathematical tools and ideas that can help students to think and learning mathematics meaningfully and joyfully.Day 3, Friday, April 10, 2015.?Venue: MCCME, Moscow, Russia. Maitree Inprasitha presented: ”Assessment for Learning in Mathematics Classroom using Lesson Study and Open Approach: Thailand Experience.” He started the presentation by asking: How to improve classroom teaching practices? How to help students to learn to think? He also stated that the classroom under the contexts as above is not a classroom that we (teacher, supervisor, school principal, parent, educator etc.) are familiar with anymore. In addition, the new classroom teaching practices need to well be planed (designed) each lesson carefully, need anticipation of students’ ideas that will emerge during students solving problem. Anticipation is the most important issue for all phases of teaching, before, during, and after. The Mathematics Curriculum in Philippines was presented by EG Catao, while A Uger presented: “Motivation and Creativity in Mathematical Problems. The Kangaroo Math Contest in Germany.”Before Ivan Vysotsky closed the conference, several recommendations have been taken, among others were as follow. The OEP is fitting and promising and every country will benefit.The structure and hierarchy of the OEP will consist of national coordination units (NC) and will be coordinated by global coordination units (GC).The NC of Indonesia will be Fadjar Shadiq, M.App.Sc (Deputy Director for Administration of?SEAMEO QITEP in Mathematics).Day 4, Saturday, April 11, 2015.? Excursions have been held to Moscow Center, the Kremlin and Moscow State University. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download