Area of Experties

For Mathematics Teachers

Southeast Asia Realistic Mathematics Education (SEA-RME)

Realistic Mathematics Education (RME) was first introduced and developed by Freudenthal Institute in the Netherlands. There are two important points in RME: (1) mathematics must be connected to real life and (2) the idea of mathematics as human activity is emphasized.

SEAQiM has designed a Southeast Asia Realistic Mathematics Education (SEA-RME) Course which is based on the regional culture, nature, and characteristics of Southeast Asia. This course gives teachers the opportunity to work collaboratively, celebrate diversity, and bring these experiences to their mathematics classrooms.

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Integrating ICT in Mathematics Education

The use of ICT (Information, Communication, and Technology) in Mathematics provides great support for teaching and learning in Mathematics. ICT gives educators the chance to take advantage of the notion that it can help students in visualising mathematical ideas and concepts. However, ICT can really provide effective support where teachers are equipped with the necessary abilities on how to use technologies in the Mathematics teaching and learning process.

In order to provide the support for mathematics teachers, SEAQiM has created this course which aims to develop the skills required in integrating ICT into their classrooms. With this knowledge teachers can support students to develop the 21st Century skills required for their future workplaces.

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Differentiated Instruction in Mathematics Education

In every classroom, students differ in various ways. Some differences may be cognitive, for instance, their prerequisite knowledge; some differences may be about the learning style for instance whether students learn best through auditory, visual or kinesthetic approaches. Other differences may be more about preferences, such as personal interest. To be able to provide effective mathematics learning that gives opportunities to all students to learn, teachers need the ability to design teaching strategies that accommodate diverse students. Differences among students can be catered for with differentiated instruction.

In order to support teachers in designing differentiated mathematics instruction, SEAQiM has created this course which aims to improve teachers’ ability to design mathematics teaching and learning materials that can nurture the students’ positive attitudes toward mathematics.

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Joyful Learning in Mathematics Education

Learning should be joyful because it is a perpetual growth process and self-reflection. Mathematics teachers are expected to develop mathematics learning activities that not only provide the opportunity for students to discover, explore, and problem-solve, but also foster positive attitude and appreciation toward mathematics and its role in our life.

Course on Joyful Learning in Mathematics Education provides mathematics teachers a different perspective in teaching mathematics. Teachers are introduced to various joyful activities to promote meaningful mathematics learning, such as mathematics games, physical and virtual manipulatives, as well as hands-on activities. Furthermore, the course also provides the opportunity for teachers to collaborate with each other in designing and implementing learning experiences that incorporate those activities.

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Developing Lesson Study in Mathematics Education

Lesson Study is a well-known approach originated from Japan for action research in the classroom by teachers. It is an effective model for teachers to join their activities to improve their teaching. This approach emphasizes the improvement of students’ mathematical thinking which involves three steps namely Plan-Do-See.

In this course, participants will have the opportunity to conduct lesson study in school collaboratively by practising the plan-do-see steps.

  1. Plan: Participants and facilitators work collaboratively to develop lesson plan;
  2. Do: A model teacher implements the lesson plan in a real classroom while others (teachers, headmaster, and facilitators) observes the lesson; and
  3. See: The teacher and observers conduct lesson evaluation and reflection.

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Teacher-Made Mathematics Teaching Aid

Students at times struggle with mathematics due to the abstract concepts involved. To help address this issue teachers can use physical objects, such as teaching aids, to make the concepts more relatable and understandable. However many teachers have limited resources and access to such teaching aids due to financial and geographical constraints. Realizing this concern, SEAQiM has developed this course to harness the creativity and innovation of teachers to produce their own teaching aids.

This course is structured so participants learn and work collaboratively to design and develop teaching aids from readily available materials.

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STEM for Mathematics Learning

Science, Technology, Engineering, and Mathematics (STEM) has been a major topic of discussion in the field of education, due to it being the most esteemed field in order to respond to the demands of the 21st century. STEM education will be an important knowledge for teachers in order to educate the future high-quality workforce. However, there is a considerable lack of STEM programs offered by the educational institutions in Indonesia.

SEAQiM proposes to hold  this course to answer this shortage, especially for mathematics teachers. In this course, the topic concerns the STEM for mathematics learning perspective; how teachers can implement the STEM approach in their mathematics classroom despite the content and assessment suggested by the curriculum, which often times still compartmentalize each subject. The STEM approach is an innovative and novel way of teaching mathematics, which is important in order to keep mathematics learning meaningful and joyful.

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For School Principals and supervisors

Clinical Supervision in Mathematics Education

Having strong educational leadership is known to be a major factor in improving student learning. By providing vision and development opportunities, educational leaders can help facilitate the conditions necessary for teachers to perform at their best.

Realising that to improve the quality of mathematics education in Southeast Asia there needs to be strong leaders, SEAQiM developed the course on Clinical Supervision.

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