EARLY CHILDHOOD CONFERENCE 2013
PROMOTING MATHEMATICS EXCELLENCE :
A COMMUNITY-BASED APPROACHMaimoonah Ahmad
[email protected] Suri Yati Buang [email protected]
Background
COMMUNITY LEADERS’ FORUM (CLF)
Family Wrap Around CareCommunity of PracticeCommunity ProjectsCore Prenting SkillsFamily Excellence Circles
Employability Move IntoMove UpMove BetweenMove Across
Education Maju Minda Matematika(Tiga M ) or Progressive Mathematical Minds Preparatory Math and Science Workshop for Primary 5 Success in PSLE Mathematics Seminar Intensive PSLE Math
Youth Youth In-Action (YIA)Max OutIntegrated Programme for Teenagers (NUR)Empowerment Programme for Girls (EPG)
Community Leaders ForumIn 2011, a total of 255 partners were involved in running CLF programmes
MosquesCommunity clubsGrassroots orgsVoluntary Welfare Orgs, Family Service Centres Schools
0
50
100
150
200
250
300
20 36
144
255
2008 2010 2011
75,000123,000
131,000
158,000
2009
PartnersBeneficiaries
Partners and Beneficiaries
Education Network
Objectives Students stay in
school and complete at least 10 years education
90% of students to proceed to post-secondary education by 2010
Improve performance in Maths and Science
Pre-Primary Upper Primary
Maju Minda
Matematika (Tiga
M )
Success in PSLE Maths
Intensive PSLE
Maths
More than 20 000 beneficiaries since programme inception
Maju Minda Matematika (Tiga M)
Maju Minda Matematika or Progressive Mathematical Minds conceptualised and piloted in 2002; rolled out in 2004
Targets low-income Malay/Muslim families and their pre-school children aged 4 to 6 years old
Maju Minda Matematika (Tiga M)
Objectives: To increase parents’ knowledge and
understanding of the development of basic concepts in mathematics
To increase parents’ confidence and skills in engaging their children in home based activities that would develop problem-solving and numeracy skills
To empower parents in creating a home environment conducive to the development of children’s mathematical skills
Parents’ Involvement: The Key To Improved Students’ Achievement
Research by Yayasan MENDAKI Two groups of children from Low income families
Children who passed MathematicsChildren who did not pass Mathematics
Findings: Parental involvement is positively related to children’s
Math performance. 58% of parenst faced difficulties in helping their
children with their studies
Recommendation: Programs targeting parental involvement in mathematics
focus on home-based practices that do not require technical mathematical skills.Parents to receive training, resources, and support to
create home learning environments that foster high expectations for children's success in Mathematics
Maju Minda Matematika (Tiga M)
6-session programme; each session 3 hours
Activities include: Parent workshops through hands-on activities
and demonstrations to develop parents’ understanding about the development of mathematical skills
Children’s activities that involve exposure to mathematical concepts
Parent-child practice session
Maju Minda Matematika (Tiga M)
Built on the premise of Mediated Learning Experience (MLE), describes a quality of interaction between a learner and a ‘mediator’.
Maju Minda Matematika (Tiga M)
Parent as “Teacher”
Maju Minda Matematika (Tiga M)
Parent as “Mediator”
75% of students not in LSP (P1)
Indicator: 75% of children are not in LSP
Method: phone calls to participants
Outcomes
Shift (+ve) in parents’ perception towards Math: Self ability, interest in Math, how Math skills acquired, child’s ability.Indicator: 75% of parents.Method: Pre / Post Perception Survey.Shift (+ve) perception on factors that contribute to child’s math performance: Role of parents, early exposure (Math), hard work, teacher’s role, child’s friend good in MathIndicator: 75% of parentsMethod: Pre/Post testChildren find Math fun and interestingIndicator: 90% children enjoyed the programMethod: Choice of ‘happy face’
Parents demonstrate ability to use MLE for assigned tasks:5 Elements1. Intentionality /
Reciprocity2. Meaning3. Transcendence4. Competence5. Self-reg. / Control of
behaviour
Indicator: 75% of parents able to
demonstrate MLE
Method:6. Mediation Checklist7. Video analysis
Intermediate
Immediate Impact (Session 1-6) (Upon completion of prog.) (6 mths after)
Shift (+ve) in Parents’ Perception towards MathIMMEDIATE OUTCOME
0%10%20%30%40%50%60%70%80%90%
100%96%
88%
65%72%
98% 97%87% 88%
Pre TestPost Test
(N=100)
Criteria + Shift Acknowledged the importance of Math 2%
Confidence in child’s ability to perform better in Math
9%
Confidence in assisting children 22%
Math can be taught using home utensils
16%
IMMEDIATE OUTCOME
Role of Teachers
Role of Parents Early exposure in Maths
Hard Work Child's friend who is good in
Maths
0%10%20%30%40%50%60%70%80%90%
90% 83% 82%70%
18%
N=100Pre Test
Role of Parents Early exposure in Maths
Role of Teachers Hard Work Child's friend who is good in Maths
0%
20%
40%
60%
80%
100%
96% 92%75% 74%
16%
N= 100Post Test
Children’s Rating of Tiga M
Happy (likes very much) Smiley (like) Sad (dislike)
100%
0% 0%
N =161
IMMEDIATE OUTCOME
Overall Improvement of Mediation Elements
INTERMEDIATE OUTCOME
Components of MLE: Intentionality & Reciprocity, Meaning, Transcendence,Competence, Self Regulation & Control of behaviour
0%20%40%60%80%
100% 65%84%
Session 2 Session 5
Session 2
Session 5
0%10%20%30%40%50%60%70%80%90%
100%0.860000000000
0010.660000000000
0040.380000000000
002
0.57
0.78
0.940000000000001 0.850000000000
001 0.710000000000001
0.770000000000004
0.92
Intentionality/Reciprocity
Meaning Trancendence Competence Self Regulation
Session 2
Session 5
INTERMEDIATE OUTCOME
Child listens to and responds to his/her parent
Parent verbal-izes her reasons for carrying out
the activity
Parent stimu-lates the child to explore beyond the immediate
experience (bridging),
Parent encour-ages and praises successful steps towards com-
pleting the activ-ity
Parent models controlled be-haviour by not
interrupting child's answers and reflecting
before answer-ing
Parent uses concrete picto-rial abstract ap-proach in learn-
ing maths
Parent uses home materials involving maths
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
82%
18%13%
59%
41%35%
6%
88%
65%
47%
94%
82% 82%
47%
94%
59%65% 65%
71%76%
53%
Video Analysis: Mediation Checklist
Before Tiga M Session Immediately after Tiga M Session Six months after Tiga M Session
N = 17 Families
LSP Non LSP
3%
97%
LSP vs Non-LSP goers
IMPACT OUTCOME
Children’s Rating of Tiga M
Happy (likes very much) Smiley (like) Sad (dislike)
100%
0% 0%
N =161
IMMEDIATE OUTCOME
PCF Woodlands; PCF Eunos; Hasanah, Assyafaah & Ghufran Mosque
0%10%20%30%40%50%60%70%80%90%
100%95%
72% 71%62%
99% 96% 95% 94%
Shift in Parent's Perception(5 Partners)
Pre Test Post Test
Criteria +ShiftAcknowldged the importance of Mathematics 4%Have confidence in child’s ability to improve performance in Maths 24%Have confidence in assisting their children 24%Mathematics can be taught using home utensils 32%
PARTNERS’ IMMEDIATE OUTCOME
Partner’s Feedback
Parents
Tiga M has given parents confidence in assisting their children in education.They are now more aware of what is being taught in school.
Tiga M workshop conducted in schools has created a good bond between parents, teachers and children. Parents expressed that they acquired new knowledge through the workshop. Class discussions and presentation enable parents to understand all mediated learning components.
Tiga M is very effective and suggested it should be extended to lower and upper primary level. Worksheet to be translated to English for the non-speaking Malays.
Children: Children attended this workshop have shown positive changes in their behaviour. They are more responsive and seems to exhibit an interest in Maths.
Tiga M Partners
Mosque Kinder-garten
PCF School MMO Community Club
0
2
4
6
8
10
12
14
16
1817
54
5
3
Maju Minda Matematika (Tiga M)
To show 7 minutes video
Sharing session - Collaboration between
MENDAKI & PCF
PCF Woodlands Experience
Maju Minda Matematika (Tiga M)
How it all started at PCF Woodlands?
Education Network shared the success of Maju Minda Matematika (Tiga M)
Piloted at PCF Woodlands in 2009
Why we agree to embark on this programme?
parents involvement in Math activities development of skills set for parents engagement with low-income parents
How it benefits our parents / students / families & teachers?
increases parents’ understanding of basic numeracy concepts thus improving their knowledge & confidence
improves child’s attitude towards Mathematics, enhances his/her self-confidence and social development
programme flexibility and easy access
How it benefits our trainers?
as trainers, the teachers faced a different group of audience – the parents
through MENDAKI’s training – teachers are more confident to engage parents
parents and teachers develop rapport over 6 weeks
Lesson Learnt
Awareness of parents on the benefit of the programme through Hands-on activities.
PCF efforts to reach to kindergarten parents is made possible with the collaboration between CLF and PCF.
Positive feedbacks from parents on their children’s progress after attending the course attract other parents to take up the course
Trainers will be more competent and confident in their presentation skills
Mendaki provides training for trainers in areas of self and professional development
Reinforcement of concepts that had been taught in school for easy and better understanding
We are open to share with others our knowledge and experiences and ready to mentor those who are interested
Welcoming others on board TigaM
Challenges...
Getting participation from parents Getting parents to commit to the
programme Getting fathers to attend the programme
Conclusion...
hope to see more PCF kindergartens and other organisations take on Tiga M
benefited our children, parents, PCF kindergartens, trainers and the community