Penaakulan perkadaran murid tahun lima dalam topik nisbah dan kadaran

Kajian ini bertujuan untuk mengenal pasti tahap penaakulan perkadaran murid sekolah rendah semasa menyelesaikan masalah berkaitan perkadaran. Kajian kes kualitatif ini melibatkan tujuh murid tahun lima (berumur 11 tahun) yang dipilih melalui pensampelan bertujuan. Data kajian yang telah dikumpulkan melalui teknik temu bual klinikal dapat memaparkan strategi dan justifikasi murid secara mendalam bagi setiap aktiviti yang ditunjukkan. Artikel ini hanya membentangkan analisis terhadap respons murid terhadap tugas berkaitan masalah membandingkan nisbah. Dapatan kajian ini menunjukkan bahawa tahap penaakulan perkadaran murid konsisten dengan tahap yang dikemukakan oleh beberapa pengkaji lepas yang mana murid sekurang-kurangnya mempunyai tahap penaakulan perkadaran tidak formal, manakala tahap penaakulan perkadaran kuantitatif merupakan tahap tertinggi. Namun dapatan juga menunjukkan bahawa terdapat respons murid yang tidak boleh dikategorikan dalam mana-mana tahap menyebabkan wujud satu tahap antara tahap penaakulan perkadaran tidak formal dan tahap penaakulan perkadaran kuantitatif. Dapatan kajian ini dapat membekalkan informasi kepada guru matematik sekolah rendah bahawa setiap murid mempunyai tahap penaakulan perkadaran yang berbeza dan guru perlu mempelbagaikan aktiviti yang menggalakkan murid berfikir secara perkadaran

Pengetahuan Matematik Untuk Pengajaran Dalam Kalangan Guru Pra Perkhidmatan di IPG

Pengetahuan yang dimiliki oleh seseorang guru berperanan memastikan pelaksanaan aktiviti pengajaran dan pembelajaran yang berkesan dan seterusnya mampu meningkatkan prestasi matematik murid. Tahap penguasaan pengetahuan matematik untuk pengajaran (PMUP) yang rendah dalam kalangan guru secara tidak langsung akan menyumbang kepada pelaksanaan proses pengajaran dan pembelajaran matematik yang kurang berkesan. Tujuan kajian ini dijalankan adalah: (1) untuk menguji tahap PMUP dalam kalangan guru pra perkhidmatan di Institut Pendidikan Guru (IPG), (2) untuk mengenal pasti faktor-faktor yang mempengaruhi penguasaan PMUP dalam kalangan guru pra perkhidmatan di IPG. Ini merupakan kajian awal, dan seramai empat puluh orang guru pra perkhidmatan terlibat di dalam kajian ini. Tahap penguasaan PMUP telah diukur dengan menggunakan ujian pensel dan kertas, manakala pengujian hipotesis telah dijalankan bagi mengenal pasti faktor-faktor yang mempengaruhi penguasaan PMUP. Dapatan daripada ujian pencapaian PMUP menunjukkan tahap penguasaan PMUP dalam kalangan guru pra perkhidmatan di IPG adalah pada tahap sederhana. Selain itu, didapati terdapat dua faktor utama yang mempengaruhi penguasaan PMUP dalam kalangan guru pra perkhidmatan di IPG secara langsung, iaitu peluang untuk menjalani latihan mengajar (β=0.383, p˂0.01) dan peluang untuk mengikuti program pendidikan guru koheren (β=0.557, p˂0.01). Manakala faktor kepercayaan efikasi pengajaran matematik (KEPM) didapati tidak mempunyai hubungan yang signifikan dengan penguasaan PMUP. Dapatan daripada kajian ini boleh dijadikan sebagai panduan di dalam merangka program pendidikan guru yang mampu melahirkan guru matematik yang kompeten selari dengan visi yang telah ditetapkan, iaitu “IPG Peneraju Kecemerlangan Pendidikan Guru”. Kata kunci: pengetahuan matematik untuk pengajaran; peluang untuk belajar; kepercayaan efikasi pengajaran matematik; pengetahuan kandungan; pengetahuan pedagogikal kandungan

Effectiveness of geogebra on academic and conceptual knowledge: role of students’ procedural knowledge as a mediator

Quasi-experimental research was conducted to identify the effectiveness of GeoGebra in achieving students’ conceptual and procedural knowledge. The research was performed to identify the effects of a mediator in students’ conceptual knowledge in relation to procedural knowledge with student achievement. A total of 284 students were involved in this study. The students in the experimental group learned using GeoGebra, whereas the students in the control group used the conventional method. The collected data were analyzed using SPSS 22.0, AMoS 18, and Anates V4. Findings of the study demonstrate that GeoGebra is used as a mediator of students’ procedural knowledge in relation to conceptual knowledge for academic achievement. This study also shows that conceptual knowledge affected the students’ mathematics procedures. The result of the study supports the related theory of the role and contribution of conceptual and procedural knowledge to student achievement. This study provides suggestions as intervention to increase students’ conceptual and procedural knowledge

The Effectiveness of the GeoGebra Software: The Intermediary Role of Procedural Knowledge On Students’ Conceptual Knowledge and Their Achievement in Mathematics

The aim of this study was to identify the effects of GeoGebra software on students' conceptual and procedural knowledge and the achievement of Form Two students in Mathematics particularly on the topic Function. In addition, this study determined the role of procedural knowledge as a mediator between conceptual knowledge and students' achievement. This study employed a quasi-experiment approach on 345 students divided into two groups. A group with 169 students used the GeoGebra software, while another 176 students used the conventional method to learn Mathematics. The data were collected through conceptual and procedural tests, and from students' achievement in the topic Function of the Mathematic examination. The data were analysed using the SPSS 22.0, AMOS 18.0 and ANATES v4 software. Findings of the study show that students who used GeoGebra to learn Mathematics have higher mathematical conceptual and procedural knowledge compared to those who learnt Mathematics through the conventional methods. Both experiment groups show that procedural knowledge is a significant mediator between conceptual knowledge and students' achievement in Mathematics. In conclution, GeoGebra software is capable of enhancing students' conceptual and procedural knowledge, which at the same time significantly improves students' achievement

Kesediaan kanak-kanak prasekolah mengecam pola matematik

Kajian ini bertujuan untuk meneroka kesediaan kanak-kanak prasekolah berusia 6 tahun mengecam pola dalam lima dimensi dan aturan pola yang berbeza. Kajian ini mengadaptasi instrumen daripada kajian Gadzichowski. Seramai 156 orang kanak-kanak terlibat dalam kajian ini. Data kajian dianalisis secara deskriptif. Dapatan kajian menunjukkan secara purata tahap kesediaan kanak-kanak ini dalam mengecam pola dalam lima dimensi dan aturan yang berbeza adalah rendah. Dapatan kajian juga menunjukkan bahawa kebanyakan kanak-kanak lebih mudah mengecam pola dalam dimensi warna (31.15%) berbanding dimensi lain. Kanak-kanak didapati sukar untuk mengecam pola dalam dimensi nombor (25.89%). Dapatan kajian juga menunjukkan kanak-kanak mudah mengecam aturan pola jenis 1, iaitu bentuk selangan mudah ABBABB (38.97%). Namun kanak-kanak didapati bermasalah dalam mengecam aturan pola jenis 4, iaitu selangan pertambahan ABABBABBB (20.38%). Dapatan kajian ini dapat membantu guru matematik pra-sekolah untuk mempelbagaikan pengajaran pola dan kandungan pengetahuan daripada dimensi dan peraturan paling mudah kepada pola yang paling kompleks

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal that may influence mathematical modelling competency. The current study employs 538 students of a mathematics education program; among these students, 483 (89.8%) are males and 55 (10.2%) are females, aged from 18 to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship among mathematical modelling competencies, mastery goal, and metacognition. Findings indicate that mastery goal positively affects mathematical modelling competency. SEM analysis indicates significant and positive influence of task-and self-approach goals on mathematical modelling competency, whereas task-avoidance goals are significantly and negatively related to mathematical modelling competency. By contrast, self-avoidance goals did not affect mathematical modelling competency. Task-approach goal is a positive partial mediator, task-avoidance goal is a negative partial mediator, self-approach goal is a positive full mediator, and self-avoidance goal is not a mediator between metacognition and mathematical modelling competency. In conclusion, metacognition positively affects the mathematical modelling competency of students, which is influenced by task-approach, task-avoidance, and self-approach goal but not self-avoidance goal

Year Five Pupils’ Number Sense and Algebraic Thinking: the Mediating Role of Symbol and Pattern Sense

This study mainly focused on the relationship between number sense and algebraic thinking. Previous studies have provided evidence that number sense plays an important role in developing algebraic thinking. The role of symbol and pattern sense are yet to discover in relation to number sense and algebraic thinking. The purpose of this study was to identify the mediating effects of symbol sense and pattern sense in year five pupils’ relationship between number sense and algebraic thinking. To do so, two mathematics tests were carried out among 720 year five pupils in the district of Malacca, Malaysia. The collected data were analysed using a partial least squares-struc-tural equation modeling approach. The data collected were analysed using SPSS 22.0 and SmartPLS 3.0. Results demonstrated that symbol sense and pattern sense are good mediators between year five pupils’ number sense and algebraic thinking. This result of this study supports the past studies related to the role of number sense, symbol and pattern sense in developing algebraic thinking. The presented study provides suggestions as intervention to increase students’ making sense ability in numbers, symbols and patterns to develop algebraic thinking. © 2019, Adam Marszalek Publishing House. All rights reserved

Roles of metacognition and achievement goals in mathematical modeling competency: A structural equation modeling analysis

<div><p>This study investigates the relationship between metacognition and achievement goals which may influence mathematical modeling competency in students of mathematics education programs. The current study employs 538 students of mathematics education program; 483 (89.8%) of whom are male and 55 (10.2%) are aged from 18 years old to 22 years old. The study follows a correlational research design to investigate and measure the degree of relationship amongst mathematical modeling competencies, achievement goals and metacognition. Results indicate that achievement goals and metacognition positively influence mathematical modeling competency. Moreover, four metacognition dimensions including awareness, planning, cognitive strategy and self-checking are positive partial mediators because they increase the association between achievement goals and mathematical modeling competency. In conclusion, metacognition and achievement goals positively affect students’ mathematical modeling competency.</p></div