MATH FOR ALL &ITS STRATEGIC PROGRAM FOR TEACHERS
IN RESPONSE TO COVID-19 PANDEMIC
Dr. Sumardyono
Director of SEAQiM (SEAMEO Regional Centre for QITEP in Mathematics)
Yogyakarta, Indonesia

OUTLINE•About SEAQiM•Math for All•Strategic Program for Teachers

ABOUT SEAQiMOur Tagline"Learning
Mathematics
Joyfully andMeaningfully"Our Vision & Mission• VISION
To be a centre of professional
leadership in the area ofmathematics education forteachers and education
personnel within theframework of sustainability.
• MISSION
To provide quality professional
mathematics education andservices for teachers andeducation personnel in
SEAMEO Member Countries .

Goals of SEAQiM

The SEAQiM is
expected
toprovide highquality
mathematics
education
relevant to 21stCentury
capability by

Continuous
professional
development1

intellectual forums

conducting continuous professional development
programmes to promote joyful and meaningfulmathematics teaching and learning2

research and development

networks and collaboration
up-to-date data &information

5

4

providing intellectual forums onmathematics education innovation

3

conducting research anddevelopment inmathematics education

establishing extensive networks andcollaboration, information exchange and bestpractice sharing in the area of mathematics
education

providing up-to-date data andinformation on mathematics
education to policymakers

Programme Area of SEAQiM
1. Courses & Workshops

2. Seminars/Symposiums/Conference

3. Research and Development

4. Serial Publications

5. Community Service ProgrammeFreepik.com

MATH FOR ALL

Education For All (EFA) &Math For All (MFA)• Education For All (EFA) is a global movement led by UNESCO• Analogous to EFA, MFA also deserves attention.
• There are six goals of EFA and the analogy to the MFA.
Goals

EFAMFA

1Expand early childhood care andeducation.

Sharpen math suitability for early childhood.

2

Provide free and compulsory primaryeducation for all.

Aligning the benefits of mathematics in basic
education.

3

Promote learning and life skills for young
people and adults.

Promote math and thinking skills for young
people and adults.

4

Increase adult literacy by 50 percent.

Increase adult numeracy.

5

Achieve gender parity by 2005, genderequality by 2015.

Dispelling the myths related to mathematics,and achieving a mathematical disposition.

6

Improve the quality of education.

Improve the quality of mathematics education.

Why Studying Math?
The illiterates of the 21st century will not be those whocannot read and write, but, rather those who cannot
learn, unlearn and relearn. (Alvin Toffler).

Mathematics is not about numbers, equations,computations, or algorithms: it is about
understanding. –William Paul Thurston

Without mathematics, there’s nothing you can do.
Everything around you is mathematics. Everythingaround you is numbers. –Shakuntala Devi

Why Studying Math?
1. Learning math is good for our brain. (researchby Tanya Evans, Ryuta Kawasima, etc)
2. Mathematics is the universal language.
3. Real world application of math.
4. Learning math increase problem-solving skills(see a pattern, making model of problem,symmetry, etc).
5. Math is all around us and helps us understandthe world better.
6. Math is used in practically every career.
7. Mathematics promotes wisdom.

What Happen Today With Math Education• Math scores are almost always lower than the scoresof other subjects.
• Mathematical anxiety is still a problem in education.
• Myths about math (math requires logic not intuition,
math is not creative, just for a genius with talent ,only if you good in counting, always exactly right fora solution, men are better in math, etc.)• Difficulty learning mathematics.
• Many misconceptions in learning mathematics.
• Numeracy or mathematical literacy is still low.
• Mathematics learning practices still need to beimproved and encouraged to be more adaptive, fun,and meaningful.

An Example, A Problem With MFA

Math For All (MFA)

We regard MFA as an effort to makemathematics more learner-friendly, also moreessential, accessible, fun and meaningful ineducation, and more useful and appreciated byglobal community.

MFA in Pandemic Era
During the pandemic, many challenges
are faced in providing a fair, fun andmeaningful mathematics education.

Education response to Covid-19
pandemic• The World Bank identifies three possible scenarios for the loss oflearning: a reduction in average learning levels for all students, awidening of the distribution of learning achievements due tohighly unequal effects of the crisis on various populations, or asignificant increase of students with very low level ofachievement due in part to massive dropouts.
• This suggests 25 per cent more students may fall below abaseline level of proficiency needed to participate effectively andproductively in society, and in future learning, a result of theschool closures only.

Education response to Covid-19
pandemic Based on “Policy Brief: Education during Covid-19 and beyond” (UN), there are fourrecommendations:
1.
2.

Suppress transmission of the virus and plan thoroughly for school re-openings.
Protect education financing and coordinate for impact.

3.

Build resilient education systems for equitable and sustainable development.
4.

In this regard, governments could consider the following: focus on equity and inclusion; reinforce
capacities for risk management, at all levels of the system; ensure strong leadership andcoordination; and enhance consultation and communication mechanisms.

Reimagine education and accelerate change in teaching and learning.

 The following entry points could be to the fore of our efforts: focus on addressing learning
losses and preventing dropouts, particularly of marginalized groups; offer skills foremployability programmes; support the teaching profession and teachers’ readiness;expand the definition of the right to education to include connectivity; remove barriers toconnectivity; strengthen data and monitoring of learning; strengthen the articulation andflexibility across levels and types of education and training.

Math Teaching In Pandemic Era
Essential & Practicable of Mathematics Content• Focus on essential concepts and procedures in mathematics.
• Use simple and daily-life context.
• Utilize problem posing from children.
• Consider local situation where children life.
Reduce Symbolization and Formalism
 Shifting from rigid-formalism to more intuitively.
 Representing a formula or procedure with example (inductively).
 Representing a proof with example.
 Making a formula be “doing formula”. It could be more making
sense for children.
 Making algorithm be “understandable”. Don’t too fast!
Emphasize on Mathematical Thinking Skill Pattern recognition
 Logical reasoning
 Creative problem solving

Patternrecognition

Creativeproblem
solving

Logicalreasoning

STRATEGIC PROGRAM FOR TEACHERS

Our Strategy to Ensure MFA on
Programme for Teacher
1

Choosing a suitable regular program during a pandemic

2

Developing the suitable programs during a pandemic

3

Adjusting program implementation during a pandemic

4

Strengthening literacy & numeracy in every program

5

Focus on thinking skills related to 21st century skills

6

Provide appropriate assignments for teachers in our program

7

Simple and easy to access for resources in course

COURSES

1
Teacher-made Mathematics
Teaching Aids

18

Focus on
STEM, JoyfulLearning andICT in Math
Education

STEM Education forMathematics Learning

28

2

Joyful Learning inMathematics Education

377

Southeast Asia
RealisticMathematics
Education

6
Developing Lesson Studyin Mathematics
Education

36455Clinical Supervision in
Mathematics Education

DifferentiatedInstructions inMathematics Education

4Integrating ICT in
Mathematics Education

Why STEM?

Mathematics
becomes adaptive,easy, and interesting
using an integrative
approach like STEM

Our STEM Programmes
The main feature of our STEM programmes is anemphasize on mathematics.
Mathematics can be learnt joyfully with STEM activity

Pandemic-friendly
The activities are low-cost, design teachers’ own STEM lessons,considering the limitation of online learning, and also applying
the health protocol.

Why Joyful Learning?
 The main problem of learning
mathematics is in the perception andattitude towards mathematics.
 joyful learning can be implemented in aneasy and inexpensive way, even in online
mode

Mathematics should be taught in a fun way
so that students are excited and easy tounderstand mathematics

Why ICT?

Mathematics can be easier and more fun if it islearned using appropriate media andtechnology

Virtual Courses & Workshops#Regular Course (onSTEM in Mathematics
Education)# In-Country Course#Workshop on STEM

RC, the program offers 100
hours of professional
development, using zoomand LMS. Around 40
participants are selectedfrom Indonesia and other
SEAMEO member countries.
IC is conducted for 32-46
hours, either by SEAQiM (byinvitation) or by an invitingagency.
Workshop is conducted for 12 days, either by SEAQiM (byinvitation) or by an invitingagency.

How do we organize it, in order to learn
math?
1.
2.
3.
4.
5.
6.
7.

Shortened duration in zoom and also fortheoretical exposure.
Project orientation with with clear
mathematics goals.
Low-cost and easy construction materialfor STEM.
Using ICT in the learning process.
Daily-life context for STEM problem andactivity.
Optimization chat room for discussion
certain topic and activity.
Break-out session for making more active
discussion and collaboration.

Virtual Courses & Workshops#Regular Course (onSTEM in Mathematics
Education)# In-Country Course#Workshop on STEM

FtF Courses & Workshops
IC is conducted for 32-46
hours, either by SEAQiM(by invitation) or by aninviting agency.

# In-Country Course#Workshop on STEM
#STEM Camp

How do we organize it, in order to learn
math?
1.
2.

Workshop is conductedfor 1-2 days, either by
SEAQiM (by invitation) orby an inviting agency.
STEM Camp for 4 days,
conducted outside
SEAQIM with thepossibility for outdoor
activities.

3.
4.
5.
6.

Held in a place around and closest
to the SEAQIM office.
Project orientation with with clear
mathematics goals.
Low-cost and easy construction
material for STEM.
Daily-life context for problem andactivity.
Activities carried out in small
groups, according to healthprotocols.
Attempt to outdoor activities as wellas to maintain health protocols.

FtF Courses & Workshops# In-Country Course#Workshop on STEM
#STEM Camp

Academic Forums• initiated early in thepandemic to help
teachers deal withdifficult situations• 10 series

Nationalwebinar series

Internationalwebinar series• to discuss important
themes related tomathematics learningin the pandemic era• 3 series• to disseminate topics
about learning withan integrated
approach (STEM)• Blended mode

International
conferenceNational webinar series:(Learning with SEAQiM)• As a quick response to assist
teachers in dealing with LFH atthe start of the pandemic.
• The theme chosen is interestingand important to assist teacherson distance learning.
• Especially for teachers inIndonesia who are affected bythe pandemic

International webinar series• The selected theme isadapted to the current
conditions.
• Total of 400 to 1000
participants are registered.
• collaborations with regional
and international
institutions.

ISMEI 2020
• International Joint
Conference on STEM
Education (IJSE)• Collaboration with IPST &SEAQiS• More than 100 presented
papers on STEM andmathematics education
by participants fromIndonesia and other
SEAMEO member
countries.
• Held on blended mode,with health protocols.

Another response:#Competition
Mathematics contest “Inspiring
Learning during Pandemic”
Geogebra innovative contest
for pandemic situation• a competition for math teachers related to best practices during the pandemic
and creativity in creating digital content.
• to support teachers' efforts to endure meaningful learning during the pandemic.

Another response:#Publication
SEAMEJ Journal
SEAMETRICAL Bulletin• We continue to publish
quality journals with an
improved editorial
board and indexed
journals.
• In 2020, we havelaunched a bilingual
bulletin (English and theofficial local language)
for mathematics
teachers in SoutheastAsia.
• These publications areto ensure and continue
to help teachers, gain
insight andunderstanding of fun
and meaningfulmathematics learningAnother response:
Goals:
Ø Improve teaching and learningof mathematics in Southeast
Asia region;
Ø Determine the extent ofstudents’ understanding ofmathematics concepts;
Ø Diagnose the strength andweakness of student learning,andØ Provide input for regional
Centre on the nature anddirection of teacher training.

#Research
MaRWA Online

oo

From Indonesia, Malaysia,and Philipphine.
It has been implementedfor 10 schools (227 studentsof grade 5), 10 schools (199students of grade 8), and 7schools (527 students ofgrade 10)üüConsists of higher-middle-lower
order thinking questions to diagnose
students’ strength and weakness inlearning mathematics.
For students of Grade 5, 8 and 10 in
SEA countries

Another response:#Community
ServiceProgram
Model School & STEM
Village• Model School:
to help teachers
improvecompetence andsolve learning
problems during
the pandemic.
• STEM Village:
This aimed formothers andchildren in
STEMeducation
and activity (inpandemic era,
we just serve
activity formothers)