Inculcating Values in Mathematics Classroom via Problem Solving: Helping Teachers Design Meaningful Lessons

Every culture in the world emphasize values which their community members broadly share. These values are inculcated either implicitly or explicitly through family, society and educational institution. Since children spent much of their time at school, it should be a place that supports families’ and communities’ efforts to establish strong values in students. Inculcation of values could be done across the curriculum. However, research on values in mathematics education has only been popular in the past few decades. Since mathematics is imbedded in many different aspects of everyday life, it is an appropriate subject to incorporate values in, which will make students see the relevance of what they are learning better. In this study, teachers were helped in their design of lessons so that meaningful lessons could be produced, in order to ensure effective teaching and learning processes are implemented. This pre-experimental design study involved a combined Year 4 class of 35 students from one international school as research participants. Two teachers participated directly in the study, while some others acted as observers. Both qualitative and quantitative data in the form of observation field notes, interview data (from both students and teachers), tests, questionnaires and observation checklists results were collected. The data was used to answer the research questions on changes in students’ performance and attitude, both in the mathematics topics taught and also on their moral reasoning. The results shows increased but non-significant scores in mathematics. There are also improvements in moral reasoning based on students’ written answers of some moral questions, which is also supported by the interview data. The observation data displays a gradual improvement of students’ in-class behavior in terms of their attitudes towards each other and towards the tasks and activities given. This study implies the possibility for students to learn about morality and values in a mathematics class through careful planning of tasks and activities. It highlights the belief that values can be learned across the curriculum, which is one of the important factors in building a nation of caring and civil society

Teachers’ Perspectives on Task-Based Language Teaching: A Case Study at International Islamic University Malaysia

Abstract: The term task-based language teaching (TBLT) is widely used in the context of second language acquisition in terms of a curriculum which promotes actual language use. However, little research has been conducted in Malaysia regarding TBLT and its implicit method. This study, therefore, aims to explore and research the perceptions of CELPAD teachers towards TBLT, at the International Islamic University Malaysia (IIUM). The research aims to determine the level of awareness, understanding, and the perception that teachers have towards this method, as well as whether they employ it in their classrooms or not. The study employs a qualitative methodology, namely ‘case study’. The data collection instruments consist of interviewsof three randomlyselected instructors at CELPAD, one for each level ranging from level 4-6. The overall findings show that the CELPAD teachers possess a clear understanding of TBLT, agreeing that TBLT is beneficial. However, they are still unsure of the advantages of using it in the classroom. Furthermore, there is some measure of fear in adopting task-based language teaching fully primarily as a result of the problems they face pertaining to the end of semester assessment; the English Placement Test. As a result, it is found that some teachers use a mixed approach of both TBLT and traditional teacher-centered approach

Problem-based learning to enhance students’ understanding and motivation for learning mechanics

This action research study sets out to investigate whether Problem-Based Learning (PBL) would enhance the technical students’ level of conceptual understanding and motivation for learning the subject of mechanics. This action research study involved a single classroom from a technical college where the instructional intervention was implemented for about 4 weeks (a total of 8 lessons). Quantitative data was generated through the administration of Pre and Post-tests, rubrics and questionnaires, while qualitative data was collected through lesson observations and interviews. Based on the results obtained, the sample students in general were found to make the desired improvement in their level of conceptual understanding of Mechanics. Comparison made based on a phase-test with a parallel group also showed that the sample students performed better than their immediate counterparts. With PBL, the students felt that focusing authentic engineering problems made the subject more relevant to their interests while the collaborative learning approach in the PBL setting made students share ideas and support each other thus enabled them to grasp the conceptual understanding required

Emphasizing Concrete Representation to Enhance Students’ Conceptual Understanding of Operations on Integers

This paper presents the findings of an intervention study that emphasizes concrete representation to improve students‟ conceptual understanding in learning mathematics. The study specifically examined the effectiveness of focusing on concrete representations – the algebra tiles, in minimizing students‟ errors in the operation on integers. A quasi-experimental design with a sample of 60 students from two intermediate Year 7 classes was employed in this study. The control group and the experimental group consisted of 30 students each, chosen through purposive sampling. Data from pre and post-tests and field notes were collected and analysed to measure changes from the intervention. The quantitative data from the tests showed an increase from 14.70 to 23.47 for the experimental group, as compared to 18.67 to 22.57 for the control group. The ANCOVA returns statistically significant results that can be attributed to the intervention strategies. Data from field notes indicate students‟ improvement in problem-solving skills, and students‟ interest in the lessons and motivation to learn. This study suggests that teaching with emphasis on concrete representation improves students‟ conceptual understanding. Hence students‟ understanding of integers was enhanced due to the promotion of concepts through manipulatives, pictures, verbal and symbolic representation which were also employed during the intervention. This study may be useful to teachers who usually encounter problems when teaching this topic

Sources and Possible Causes of Errors and Misconceptions in Operations of Integers

This research investigated students’ sources and causes of errors and misconception in solving routine problems involving addition, subtraction, multiplication, and division of integers. This qualitative study involved observation of eight Year 7 classes and interviews with the respective classroom teachers. Sixteen Year 7 students who exhibit errors when solving the problems given in the Error Identification Integer Test (EIIT) were also interviewed to probe their thinking. The different types of errors were categorized according to how they were construed. The sources of errors were found to stem from carelessness, poor basic knowledge such as the inability to multiply and divide even the whole numbers, inability to assimilate concepts of integers since they are used to the schema of whole numbers, and rule mix-up which is also the result of surface understanding. Teachers were questioned about common errors and possible reasons for these errors made by their students. The main cause of errors and misconceptions is superficial understanding, which was most probably due to teachers rushing to complete the extensive syllabus, and consequently, students resorted to memorizing rules because of surface understanding. Teaching episodes were found to lack multiple-representation, creativity, as well as cooperative learning and active learning

Using the jar model to improve students’ understanding of operations on integers

The focus of this paper is to report on a study that assess students’ knowledge and understanding of integers before and after the invention teaching using the ‘jar model’. The paper will concentrate on the kind of errors students make in learning integers and how the ‘jar model’ was supposed to enhance students’ understanding instead of memorizing rules like ‘negative times negative gives positive’ etc. Analyses from interviews and performance data of the pre and post-intervention stage revealed that most of the students can understand the jar model and thus improvement can be seen from the result of the post-test

Reminiscing the lesson study journey in Brunei

This paper presents a reminiscence of the Lesson Study through the eyes and perspective of the author and is narrated in three main stages - the past, the present and the future. It initially relates how Lesson Study started in Brunei. It then relates how it began to be accepted by the teachers due to strong support from the Brunei Ministry of Education (how it grew from being practiced in one school to all primary schools now). It also stresses the importance of teachers' commitment, and finally, conveys the aspirations of the author for more widespread and successful practice of the Lesson Study in Brunei, in the future

Mathematical thinking in Brunei curriculum: implementation issues and challenges

Mathematical thinking has been identified as one of the important processes that should be developed through the teaching of mathematics content in the new Brunei mathematics curriculum. This new curriculum was introduced starting from early 2006. The emphasis on mathematical thinking in the new curriculum makes teachers in the elementary level anxious and eager to learn more about how it should be incorporated in their teaching. Many issues and challenges that arise as a result of these would be discussed in this paper. This paper will also look at how mathematical thinking is defined in the curriculum, discuss the key window for considering mathematical thinking and also discuss how mathematical thinking can be developed through lesson

The Use of Quranic and Prophetic Teaching Methods (QPTMs) in Teaching Non-Religious Subjects in Islamic International Schools in Malaysia

The Islamic tradition is rich in teaching methods used historically. A number of studies have been conducted on the use of the teaching methods derived from Quran and Sunnah in teaching Islamic studies. However, the integration of Quranic and Prophetic teaching methods (QPTMs) in teaching non-religious subjects is not yet explored. Hence, this research study attempts to assess the use of selected teaching methods derived from Quran and Sunnah in teaching non-religious subjects, based on their effectiveness in teaching and their ability to engage students in learning. The quantitative data were collected from 87 secondary school teachers who teach non-religious subjects in several Islamic International Schools in Selangor, Malaysia, using a survey questionnaire developed by the researchers. The quantitative data were analyzed using descriptive statistics and chi-square technique to find out if there are any difference between the four subjects of Mathematics, Science, Language and Humanities in terms of using the different QPTM methods identified. The findings of the study revealed that from the teachers’ perspectives, the selected QPTMs are effective methods of teaching and able to engage students in learning. However, the chi-square test shows no significant difference between the subjects in terms of using the different QPTMs. The findings from the study may steer school leaders to increase the knowledge of teachers on QPTMs, and the prospect of using these methods in teaching non-religious subjects. Additionally, the information obtained can draw the attention of curriculum developers to include the QPTMs in teaching non-religious subjects to enhance the implementation of integrated curriculum

Emphasizing Concrete Representation to Enhance Students’ Conceptual Understanding of Operations on Integers

This paper presents the findings of an intervention study that emphasizes concrete representation to improve students’ conceptual understanding in learning mathematics. The study specifically examined the effectiveness of focusing on concrete representations – the algebra tiles, in minimizing students’ errors in the operation on integers. A quasi-experimental design with a sample of 60 students from two intermediate Year 7 classes was employed in this study. The control group and the experimental group consisted of 30 students each, chosen through purposive sampling. Data from pre and post-tests and field notes were collected and analyzed to measure changes from the intervention. The quantitative data from the tests showed an increase from 14.70 to 23.47 for the experimental group, as compared to 18.67 to 22.57 for the control group. The ANCOVA returns statistically significant results that can be attributed to the intervention strategies. Data from field notes indicate students’ improvement in problem-solving skills, and students’ interest in the lessons and motivation to learn. This study suggests that teaching with emphasis on concrete representation improves students’ conceptual understanding. Hence students’ understanding of integers was enhanced due to the promotion of concepts through manipulatives, pictures, verbal and symbolic representation which were also employed during the intervention. This study may be useful to teachers who usually encounter problems when teaching this topic