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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.
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:
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.
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:
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
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.