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1. Harnessing Critical Incidents for Learning

Author

Patahuddin, Sitti Maesuri and Lowrie, Tom

Abstract

A critical incident is a situation or event that holds significance for learning, both for the students and teachers. This paper presents four examples of critical incidents from a Year 7 teacher's lesson excerpts in Indonesia involving teaching of fractions, to show how they shaped classroom situation, brought forward elements of conflict, and created learning opportunities. Three examples are drawn from the lesson using a web-based applet (Examples 1, 2 and 3). The illustration of these critical incidents will be followed by a discussion on how to harness them in order to develop students' understanding or be used as a challenge as well as a learning process for teachers. This paper highlights the effectiveness of a web-based applet for displaying pictorial representations in an interactive manner.

Published
2015

2. Mathematics curriculum for intellectual disabilities schools in Indonesia and abroad: Literature review.

Author

Muchyidin, Arif, Priatna, Nanang, Dahlan, Jarnawi Afgani, Marfuah, Marfuah, Pahmi, Samsul, Aisyah, Aisyah, Zulkarnain, Zulkarnain, Rohati, Rohati, and Kusmanto, Hadi

Subjects
CHILDREN with intellectual disabilities, INTELLECTUAL disabilities, CHILDREN with disabilities, EDUCATION of children with disabilities, LITERATURE reviews, MATHEMATICS, WORD problems (Mathematics)
Abstract

Education for children with special needs, especially with mild intellectual disabilities, has not received much attention from researchers and practitioners. The education of intellectual disabilities children also has the same right to develop according to the needs of the times as regular children's education in general. The changing and evolving needs of the times should also be followed by changes in the curriculum used, considering that one of the learning goals in special schools for intellectual disabilities children is to make the children who can live independently. In special schools for intellectual disabilities children in Indonesia, mathematics learning is combined with other lessons to discuss specific themes in everyday life. Based on an extensive literature search on the mathematics curriculum in special schools for intellectual disabilities children, this paper aims to review the literature involving two things: (1) mathematics education curriculum in special schools for intellectual disabilities children in Indonesia, and (2) mathematics curriculum in special education in Australia and Singapore. A view is also provided. This paper concludes that: (1) learning in special schools for intellectual disabilities children in Indonesia uses thematic learning where mathematics learning is focused on its usefulness in everyday life, (2) numeracy is the focus of education in Australia, not least for intellectual disabilities children, and learning Mathematics for mild intellectual disabilities children in Singapore includes the concepts of numbers, spaces, arithmetic procedures, problem solving and measurement. [ABSTRACT FROM AUTHOR]

Published
2022
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