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The document discusses incorporating Islamic values into mathematics teaching. Some examples given are: 1. Using prayer times to teach telling time, time durations, and conversions between 12- and 24-hour formats. Questions about prayer times in different districts are provided. 2. Discussing geometric patterns in Islamic designs that use basic shapes without images of living things. A diagram of a mosque layout using shapes is presented. 3. Other examples include identifying lines of symmetry in designs, discussing the religious significance of numbers like 7 and 19, and using pictures of mosques and the Kaaba for counting activities. The overall aim is to diversify learning mathematics and send positive messages about Islam.

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49 views5 pages

Topic 3

The document discusses incorporating Islamic values into mathematics teaching. Some examples given are: 1. Using prayer times to teach telling time, time durations, and conversions between 12- and 24-hour formats. Questions about prayer times in different districts are provided. 2. Discussing geometric patterns in Islamic designs that use basic shapes without images of living things. A diagram of a mosque layout using shapes is presented. 3. Other examples include identifying lines of symmetry in designs, discussing the religious significance of numbers like 7 and 19, and using pictures of mosques and the Kaaba for counting activities. The overall aim is to diversify learning mathematics and send positive messages about Islam.

Uploaded by

SKH
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Explain how the role of religion is related to the teaching and learning of

mathematics. Give some examples,

One of the aims of the Mathematics Curriculum is to incorporate the Islamic values in the
teaching and learning Mathematics, (M.I.B)
I. Prayer Activities
• By adding certain activities in minutes to prayer times according to districts.

For example: Activity A


Day Date Subuh Zohor Asar Maghrib Isyak
Monday 1st August 4.57 am 12.22pm 3.28pm 6.27 pm 7.37 pm
Tuesday 2ndAugust 4.56 am 12.22 pm 3.28pm 6.27 pm 7.37 pm
Wednesday 3rd August 4.55 am 12.21 pm 3.27 pm 6.26 pm 7.36 pm
Thursday 4th August 4.55 am 12.20 pm 3.26 pm 6.25 pm 7.35 pm

P/s: Praying time in Tutong Distrcit, add 1 minute.


Praying time in Belait District, add 3 minutes.
Questions:
1. What is the time to perform Salah Zuhur in Belait District on Wednesday?
2. What is the time to perform Salah Maghrib in Tutong District on Wednesday
and Thrusday?

Activity B:
Teacher will be asking the student to tell time using the prayers.
For example, what time is Subuh Prayer?
Then, students will be telling their answers by drawing clock hands or moving the clock
hands.

Activity C
• By converting from 12 hours to 24 hour for Asar, Maghrib, and Isyak.
For example, time to perform Salah Asar would be 3.30pm, what is the time for Asar
prayer in 24 hours?

• Teacher will be doing some story-telling about how Muslims tell times in the
past, by looking at the shadows, sunset, star at night, and many more. So that,
the student will appreciate the beauty and history of Islam way of telling time.

Activity D
• Prayer times can be used to teach time duration, The example is shown
below:

Prayer Starts Ends Duration

Subuh 4.47 6.05 ?

By applying these activities into our teaching, it is a way of sending a clear message that
prayer is obligated for every Muslim and one of the most important aspects in a Muslim’s
life. The intention of using it as an example in Mathematics subject is to provide students
with practical application of Mathematics in their life as a Muslim. Furthermore, it is
based on their daily life experience.

2) Patterns in Islamic designs

Activity E
• Teacher can discuss with students how Islamic designs use different geometric
patterns. The main reason is that we as Muslims are prohibited to display
living things such as human features, human body and animals for
decorations. Such images can be found in Churches.
• Using basic shapes to draw Islamic-related architecture .e.g. a diagram of a
Mosque which is shown below:

Rectangle = Red, Square = Blue & Triangle = Yellow

Questions
1) How many rectangles can be found in this mosque?
2) How many triangles can be found in this mosque?
3) How many squares can be found in this mosque?
Activity F

• Islamic designs also incorporate a lot of symmetrical patterns.


• By using these patterns, students can draw lines of symmetry.
• Islamic designs help to develop student’s appreciation towards the aesthetic and
the beauty of Islam. Therefore, learning can be diversified and can be made more
enjoyable and meaningful.

4) Significant numbers in Islam : 7 & 19


• As a starter, teacher can tell story about the significance of the number. For
example, the number of 7 can be related as follows:
o 7 layers of heaven and hell.
o Al-Fatehah has 7 verses and is spelt with 7 Arabic letters.

• In other religions, such as Buddhism, there are 18 layers of hell (9 x 2).


• Beside that, learning Mathematical facts students gain information about Islam
which they might have not known before.

5) Using pictures that are related to Islam.


• Teacher can use pictures of mosques, Kaabah etc for counting activities. Then the
teacher can impose some questions.
o How many pillars can you see in this picture (the teacher shows a picture
of mosque to children ) or
o How many sides do the Kaabah have? (the teacher shows a picture of
kaabah to children?

Instead of counting mediocre items such as cars, apples, and many more in teaching
mathematics to the children. Counting is not mechanical as the examples can be
diversified. It gives an alternative to our teaching and children’s learning and we as
teachers can send clear message about the beauty of Islam in learning mathematics. Thus,
the student is able to feel good about Mathematics.

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