October 26, 2010

Lesson Structure

• In Indonesia, more time is spent on non-math activities, practice, non-problem work and less on review and assessment.
• Classes with good lesson plans and effective use of classroom time scored higher.

Content

• Compared with other Trends in International Mathematics and Science Study (TIMSS) countries, Indonesia sets relatively few higher-order thinking problems.
• Classes that used mathematical proofs scored higher.
• In Indonesia, goal and summary statements were used by teachers frequently.

Instructional Practices

• In Indonesia, teacher approach to maths is one correct approach to the solution.
• Students speak much less than teacher and use short responses when answering questions.
• Classes with more student involvement tended to score higher.
• Student problem solving often involves simple repetition of teacher examples
  

• Professional Development of Mathematics Teachers

  • Promotion of Ministry of Education (MONE)’s policy of Active Learning, which is supported by findings that more active student participation is associated with higher test scores .
  • Review training in pre-service, in-service, Musyawarah Guru Mata Pelajaran (MGMP) in light of findings, which indicate need to:
  • Orient problem solving to encourage higher order thinking, use of applications and proofs, making connections and multiple solutions.
  • Ensure effective and efficient use of class time.
  • Increase use of activities such as review and assessment which currently receive little time.
  • Encourage student engagement, participation and active learning.
  • Effectively use resources (projector, textbooks, math materials) in learning.
  • Incorporate video techniques into MGMP activities for reflective self and peer evaluation.
  • Leverage videos for examples of good and innovative practices and develop a teaching practices archive.

• Educational System Support (Ministry of Education - MONE & Ministry of Religious Affair - MORA)