The Geometer's Sketchpad (Sketchpad or GSP) is a software system published by Key Press Curriculum for
1.creating
2.exploring
3.analyzing
a wide range of mathematics.
With Sketchpad, you can
1.construct interactive mathematical models ranging from basic investigations about shape and number to advanced,
2.animated illustrations of complex systems.
Sketchpad provides a compelling environment with which to present mathematical concepts, model classroom questions, and encourage conjecturing, whether in a hands-on computer lab, on a demonstration screen before an entire class or as individual assignments (Sketchpad Help System).
Like many computer programs, Sketchpad files have their own file extension. Geometer's Sketchpad files are denoted as .gsp.
From this lesson, I've learnt on how to use microsoft office excel to organize students marks (examination mark etc).
The following steps will guide you on how to do it.
1) Create a pink table. 2) Key in the students marks...(yellow table). 3) On the grade column..type this formula : =VLOOKUP(C2,$F$2:$G$6,2) 4) Repeat step 3 to all students' marks.
We are required to find any Teaching Courseware. This is what i got...ENJOY!!!
What is ETeMS?
ETeMS has been proposed as an urgent interim measure to ensure that teachers of mathematics and science (MST) will have basic capacity to use English as the medium of instruction. Bearing in mind the limited duration of interaction, ETeMS is not to be regarded as a complete language development course, but rather, one of several support mechanisms introduced by the Ministry of Education to encourage the MST to further develop their English language competence to a level that will engender optimal performance in and outside the classroom.
The overall aim of ETeMS
To enhance the English language skills of Mathematics and Science teachers to enable them to reach effectively using English as the medium of instruction.
BACKGROUND
The policy to change the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science (MST) generally. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English, whose professional experience has largely involved the use of Bahasa Melayu as the medium of instruction. In the immediate context, to derive maximum benefit from this innovation the MST would need to develop (or in some cases, reactivate) their English language proficiency in order to access the wealth of information on the subject area currently available in English texts. Additionally, the MST would need to develop the practical competence to deliver their subject matter in the language.
THE ETeMS PROGRAMME
As a means of stimulating the professional development of the MST in the two areas mentioned above. The English Language Teaching Centre, Malaysia (ELTC) proposes an English language enhancement programme known as English for The Teaching of Mathematics and Science (ETeMS). The overall aim of ETeMS is as follows:
To enhance the English language skills of Mathematics and Science teachers to enable them to teach effectively using English as the medium of instruction
In developing the ETeMS programme the following assumptions are made
• The MST undergoing the ETeMS already possess the content area knowledge and the pedagogical skills relevant to their subject
• The MST have, at the very least, a basic level of English language proficiency acquired through instruction received in their primary and secondary schooling ETeMS draws on these existing competencies to encourage the language development of MST in 3 broad areas:
A. Language for Accessing Information
This component aims to enhance the information getting skills, especially through reading. Teachers will develop these skills by engaging in a variety of mathematics and science texts. These texts used will include content area topics, curricular materials such as syllabuses, handbooks etc. and texts dealing with methodological issues. It must be emphasized that the focus of instruction is to develop the language skills needed for accessing information in texts, and not to provide instruction in the content or methodology of the subject. It is hoped that as they develop these skills the teachers will be motivated to access on-line and print material to extend their knowledge of current content and pedagogy, and thereby positively impact the delivery of their subjects in the classroom.
B. Language for Teaching Mathematics and Science
In this component the teacher will develop language for use while teaching in the classroom as well as the language needed for out of class activities related to the subject. The focus of instruction here would primarily involve speaking and writing skills, and will be supported with adequate grammar input and practice. This is the major component of the ETeMS programme.
C. Language for Professional Exchange
As professionals the MST would conceivably wish to communicate with peers in the wider discourse community through English. A small component of the ETeMS programme will take into consideration this need of the teachers.
STRUCTURE OF THE ETeMS PROGRAMME
ETeMS involves 240 hours of instruction delivered through face-to-face interaction and self-instructional packages. These will be supported by a "buddy system" whereby the teachers can get further help from identified resource persons in their locality. The ETeMS porgramme is conducted in 2 phases. Each phase comprises 90 hours of face-to-face interaction and 30 hours worth of self-instructional materials.
Phase 1 will be delivered through
• 5 modules distributed over a period of 5 weeks
- each module requires 2 days of face-to-face interaction (60 hours)
• a 5-day Module (30 hours)
• a self instructional package (30 hours)
Approximately 30 % of the course will focus on Component A: Language for Accessing Information, and the remainder 70 % will be devoted to Component B: Language for Teaching Mathematics and Science. It is hoped that with this balance in course content, Phase 1 will address the immediate needs of the teachers by developing in them the basic language skills needed to begin teaching in English.
Phase 2 will be developed based on feedback received during Phase 1. It is however expected to be similar to the Phase 1 structure. The content will once again be weighted in favour of Language for Teaching Mathematics and Science white at the same time giving some attention to Component C: Language for Professional Exchange.
