The use of effective oral questioning in the teaching of mathematics can stimulate students' thinking and encourage them to think critically. As a result, this study was carried out to identify the oral questions used by teachers when teaching mathematics. This can encourage students' critical thinking. This was a qualitative study in the form of a case study conducted in six schools in a Malaysian state with a total of six study participants. They were chosen on purpose based on the specific criteria set by the researcher. The data was collected using observation methods, interviews, and field notes to gain an in-depth picture of the phenomena studied. The study findings were analyzed using the continuous comparison method to identify the themes and subthemes involved. The researchers used several methods to improve the validity and reliability of this study, including triangulation, the consent of the study participants, peer reviews, audit trails, researcher bias, and a long period in the field. According to the study findings, mathematics teachers frequently use three types of oral questions to encourage their students to think critically: prompting questions, reflective questions, and clarification questions. These types of oral questions are effective at encouraging students to think critically when trying to solve mathematical problems. This study implies that teachers should use caution when asking oral questions so that the students' thinking is stimulated, rather than focusing on memorizing important mathematical algorithms and procedures.
Diskalkulia merupakan salah satu masalah pembelajaran dalam Matematik. Murid diskalkulia ini menghadapi isu berkaitan dengan nombor dan simbol. Oleh itu, kajian sorotan sistematik literatur ini bertujuan untuk menganalisis kajian lepas yang mengkaji strategi yang digunakan dalam menangani masalah pembelajaran diskalkulia. Dua pangkalan data iaitu SCOPUS dan Web of Science (WoS) digunakan untuk mencari artikel dari tahun 2019 hingga tahun 2022. Sebanyak 374 artikel yang menggunakan kata kunci strategi dan diskalkulia telah dijumpai namun hanya 15 sahaja artikel dikenal pasti yang memenuhi syarat dan diterima dalam kajian ini. Bagi memastikan kajian ini dijalankan dengan sistematik, kajian ini menggunakan Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Kajian ini mengandungi dua persoalan kajian iaitu apakah ciri-ciri kajian empirikal serta strategi yang bersesuaian untuk digunakan dalam menangani masalah pembelajaran diskalkulia. Terdapat 12 negara yang telah mengkaji strategi dan intervensi untuk diskalkulia dalam tempoh empat tahun terkini. Terdapat pelbagai strategi yang telah digunakan termasuklah kaedah tradisional dan teknologi. Kesemua kaedah yang digunakan telah memberikan kesan yang signifikan dalam mengatasi masalah pembelajaran diskalkulia. Hasil kajian ini membantu para pengkaji untuk menambah strategi dan intervensi bagi mengatasi masalah pembelajaran diskalkulia.
Quizizz is an application proposed by the Ministry of Education Malaysia that can be used to obtain information about pupils’ learning acquisition throughout lessons. Quizizz integrates technology and gamification concepts that captivate students’ desire to learn. For home-based learning, Malaysian teachers were advised to guide pupils using communication mediums and applications so that the pupils would not be left behind in their learning. This study investigated the prior knowledge and perceptions of mathematics teachers regarding Quizizz, and their attitudes towards using this application. Furthermore, this study aimed to discover the interests among primary school mathematics teachers with different years of teaching experience in integrating the Quizizz application into their classes. We adopted a quantitative research method, using a questionnaire as research instrument. Fifty primary school teachers teaching mathematics in Johor were selected as respondents. The data obtained were analyzed using descriptive statistical analysis and inferential statistical analysis. Findings showed that more than half of the respondents (68%) had followed a course on using Quizizz, and 94% felt that they could access the Quizizz website easily. Most of the respondents (mean > 3.67) had a positive attitude towards the Quizizz application. This study showed that teaching experience does not influence the teacher’s decision in implementing the Quizizz application in the teaching and learning process. Teachers are willing to learn new teaching methods.
Konsep kemahiran berfikir aras tinggi (HOS) telah digunakan dalam pendidikan matematik sejak sekian lama. Pelajar akan belajar cara menyelesaikan masalah dengan berkesan dan analitikal menggunakan pendekatan ini. Seorang guru memainkan peranan yang penting dalam mendedahkan idea ini kepada pelajar agar mereka sama-sama boleh mendapat manfaat daripada penggunaannya. Walau bagaimanapun, bukan mudah untuk mendalami konsep dan strategi dalam mengaplikasikan KBAT khususnya dalam subjek matematik di dalam kelas. Objektif utama penyelidikan ini adalah untuk memahami dengan lebih lanjut mengenai persediaan guru matematik sekolah rendah dalam penggunaan KBAT di dalam bilik darjah dan dengan pelajar mereka. Kajian ini menggunakan kajian kuantitatif di mana ia melibatkan 61 orang guru matematik di sekitar Selangor. Dapatan kajian menunjukkan guru sekolah rendah bersedia untuk mengaplikasikan konsep KBAT.
Ramai murid masih menghadapi kesukaran untuk menjawab soalan berbentuk penyelesaian masalah berayat dalam mata pelajaran Matematik. Pelbagai teknik dan strategi telah diintegrasikan dalam pembelajaran dan pemudahcaraan bilik darjah matematik termasuk teknik visualisasi. Maka, kajian ini dijalankan bagi mengenal pasti keberkesanan teknik visualisasi dalam membantu murid Tahun Tiga meningkatkan kemahiran penyelesaian masalah berayat yang mana turut membantu mereka menjawab soalan berbentuk penyelesaian masalah berayat Matematik. 83 orang murid Tahun Tiga dari sekolah rendah kebangsaan kategori bandar di sebuah daerah negeri Pulau Pinang dipilih sebagai responden kajian ini. Kaedah eksperimental digunakan sebagai reka bentuk kajian ini. Data kuantitatif kajian ini di kutip melalui ujian pra dan ujian pasca. Data soal selidik di kutip bagi menyokong dapatan data ujian. 20 soalan berbentuk penyelesaian masalah berayat matematik yang sama telah diberikan kepada responden semasa ujian pra dan ujian pasca. Keputusan analisis data menunjukkan teknik visualisasi telah membantu responden kajian menjawab soalan berbentuk penyelesaian masalah berayat matematik dalam ujian pasca berbanding dengan ujian pra.
Metakognisi merujuk kepada peraturan kendiri individu terhadap pembelajaran mereka sendiri, termasuk kesedaran tentang kekuatan dan kelemahan mereka sendiri, serta pengiktirafan strategi yang mungkin berguna untuk berkembang dalam tugas tertentu. Walau bagaimanapun, kajian sorotan literatur bersistematik berkenaan kesedaran metakognitif guru masih kurang dijalankan di Malaysia. Oleh itu, kajian literatur bersistematik ini bertujuan untuk menganalisis secara kritikal tentang trend penyelidikan berkenaan kesedaran metakognitif guru dan guru pelatih Matematik. Dua pangkalan data iaitu SCOPUS, Web Of Science (WOS) dan Google Scholar telah digunakan untuk mencari artikel yang berkaitan dalam tempoh 5 tahun terkini (2018-2022). Semakan sistematik ini telah dikendalikan selaras dengan Item Pelaporan Pilihan untuk Kenyataan Kajian Semula dan Meta-Analisis (PRISMA). Dapatan kajian pula mendapati bahawa trend penerbitan bagi kajian ini adalah meningkat sebanyak 16 kajian. Hasil kajian menunjukkan terdapat pihak yang mengambil berat tentang kesedaran metakognitif dalam kalangan guru dan guru pelatih. Oleh itu, hasil dapatan ini dapat memberi sumbangan pengkaji yang mengkaji kesedaran metakognitif guru pada masa akan datang.
The implementation of Home-Based Teaching and Learning (PdPR) is a new norm in the national education system. This qualitative study with a case study design aims to explore the practice of technology integration among mathematics teachers during the implementation of PdPR. A total of three secondary school mathematics teachers were selected as study participants using the purposive sampling technique. Semi-structured interviews were conducted to collect study data. Interview data were analyzed using the content analysis method with the help of ATLAS.ti 22. The results of the interviews showed that teachers have integrated technology in the teaching and learning of mathematics through various approaches, strategies, and digital applications during PdPR. Mathematics teachers also found that PdPR has given them a valuable new experience in the aspect of teaching despite facing various challenges in implementing it. Through this study, the integration of technology proved to be very helpful to mathematics teachers in implementing teaching and learning at home more effectively. Therefore, mathematics teachers are encouraged to attend professional development courses and workshops related to the use of technology to ensure the effectiveness of PdPR.
Teaching and learning mathematics in an inclusive manner is growing, primarily to ensure that students with special needs receive equal education with mainstream students. Therefore, this study was carried out in order to identify the challenges that teachers face when implementing inclusive mathematics teaching in primary schools. This qualitative study employs a case study design with two outstanding special education teachers who are involved in inclusive education programmes in primary schools. Data collection method was done using semi-structured interviews and field notes. The data obtained were analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings of the study found that special education teachers face various challenges in teaching mathematics in an inclusive manner, namely lack of pedagogical content knowledge to teaching mathematics in inclusive classrooms, dense classes, problems of subject teachers' attitudes and motivations, bullying problems between mainstream students and special needs students, and problems in ensuring effective communication in inclusive classes. This study expands the knowledge and literature about the challenges faced by special education teachers in primary schools in implementing inclusive teaching. Various initiatives must be taken to ensure that all challenges can be overcome and that inclusive mathematics teaching can be implemented effectively.
In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child’s full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.
Problem-based learning (PBL) is one of the approaches that is believed can help in improving students' thinking skills and thus improve students' 21st-century learning skills. This study aimed to understand the influence of PBL on math learning by examining the existing literature. This study can help teachers to know the influence of PBL on math learning before implementing PBL in their teaching. Other than that, researchers can know the gaps in math learning methods, especially for the PBL method. The methodology used for this study was the PRISMA approach. A total of 20 articles from 2018 to 2022 have been obtained from two databases, SCOPUS and WOS, and were selected based on three stages in the PRISMA model, namely the identification, screening, and inclusion stages. The findings of the analysis indicate that implementing PBL can improve students' academic achievement in mathematics, improve students' understanding of topics in mathematics, improve students' thinking skills as well as improve students' ability to solve math problems. Furthermore, in terms of affective domains, implementing PBL can help promote students' self-learning and improve their group work and communication skills. Moreover, students' attitudes toward math learning became more positive after implementing the PBL. However, successfully implementing PBL requires students to participate in group activities actively. With that in mind, teachers are encouraged to build a learning environment that can promote students' involvement in PBL activities and help in their learning process. As a recommendation, further studies can be conducted to review in-depth the readiness of teachers to implement PBL in learning mathematics.
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