Zollman’s Four Corners and a Diamond Graphic Organizer as a Solving Strategy in Secondary Mathematics Word Problems

This action research examined the effectiveness of the Zollman’s Four Corners and a Diamond graphic organizer as a strategy to improve Year 10 students’ performance in mathematics word problems. Quantitative data from twenty-four students from a secondary school in Brunei Darussalam was collected through the use of a pre-test and post-test.  Results from the pre-test and post-test were analyzed and it was found that there was a significant difference in students’ performance before and after introducing the Zollman’s Four Corners and a Diamond graphic organizer.  A paired sample t-test on the pre-test and post-test showed a significant improvement in students’ mean marks, t(23) = -3.415, p = .002. Additionally, it was found that the Zollman’s Four Corners and a Diamond graphic organizer is capable of helping students of all abilities and particularly the lower ability students.  Hence for this study, the Zollman’s Four Corners and a Diamond graphic organizer successfully enhanced the Year 10 students’ performance in solving mathematics word problems

Applying Butterfly Method in the Learning of Addition and Subtraction of Fractions

Several researches attempt to improve the performance in addition and subtraction of fraction by focusing on students’ understanding, such as applying fraction tiles manipulatives and number line in the teaching, or using visual aids such as area model and drawings or virtual diagrams. Similarly, few studies focus on adopting simple procedures that will facilitate students in attempting the topic. Butterfly Method is an approach that not only simplifies the pedagogical approach of learning addition and subtraction of fraction, but also indirectly promotes students’ conceptual understanding in the topic. Yet this approach is not commonly practiced in Brunei.  This action research employed quantitative approach involving fourty-one Year 9 IGCSE level students from a government secondary school in Brunei Darussalam. The study aimed to investigate the effect on applying Butterfly Method in the learning of addition and subtraction of fraction through pre-test and post-test.  The study revealed a significant improvement in students’ performance through Wilcoxon Signed rank test (Z = 4.2332, p-value < 0.05), with large effect size (r = 0.6611). This is also supported with the improvement of the overall mark distribution of students from pre-test to post-test, with Hake’s normalised gain values indicated majority of the participants achieved high (56.1%), medium (7.32%) and low (2.44%) improvements. Item analysis also indicated overall improvement of correct attempts in questions related to addition and subtraction of fraction, most apparently on fraction problems involving denominators not multiple of each other, improper fractions and mixed numbers. Thus, applying Butterfly Method significantly improved the overall students’ performance in the learning of addition and subtraction of fractions.

Bar Model as Intervention in Solving Word Problem Involving Percentage

This experimental case-study examined the performance of convenient sampling of fourty-five Year 9 students in solving word problems involving percentage from two classes in one government secondary school in Brunei Darussalam, using Bar Model as a solving strategy. Data was gathered quantitatively through written tests in the form of six word problem items as pre-test and post-test.  The mean score of the pre-test was 0.93 indicating that the performance of the participating Year 9 students in solving word problems involving percentage was low prior to intervention. Intervention lessons produced a gain in the post-test mean to 2.87.  Although the mean of post-test marks is still lower than the passing mark of the test, paired-sample t-test provided evidence of significance, thus proving that Bar Model Method had positive effect to the performance of word problem involving percentage. Evidence also indicated an increase in the students’ overall marks  from pre-test to post-test, with almost all except two students failed the pre-test to twenty-six students achieving marks above passing mark of 3 in post-test.  Item-by-item analysis showed increase in correct responses in every item in post-test, even those with no attempts in pre-test.  These provided further evidence that there is overall improvement in students’ performance in word problems related to percentage after the use of Bar Model as intervention

Exploring the Use of Journal Writing in Mathematics Classroom

This paper focuses on secondary mathematics lessons that integrated journal writing with the use of the writing-to-learn pedagogical strategy. Investigations were conducted on the influence of journal writing on Year 10 secondary students’ mathematical performance. It is an action research study that comprised of two cycles and involved 35 students from two classes in a secondary school in Brunei Darussalam. The analyses of the data were extracted from the students’ pre- and post-test scores and their journal entries. The findings revealed that even though the students’ journal entry score was high, this does not necessarily imply improvements in their mathematical performance. Furthermore, other factors such as classwork and homework given during and after the lessons may have also contributed to the students’ mathematical achievements

Communication in mathematics: the role of language and its consequences for English as second language students

This paper will look at the emphasis on communication in the new Brunei mathematics curriculum for primary schools, the components of mathematics communication to be developed and the approaches to develop communication among Bruneian students as stated and suggested in the new curriculum document. This paper will also present problems pertaining to Bruneian students in terms of communicating using a second language because mathematics is taught in English in Brunei while most of the students are second language users of English

Zollman’s Four Corners and a Diamond Graphic Organizer as a Solving Strategy in Secondary Mathematics Word Problems

This action research examined the effectiveness of the Zollman’s Four Corners and a Diamond graphic organizer as a strategy to improve Year 10 students’ performance in mathematics word problems. Quantitative data from twenty-four students from a secondary school in Brunei Darussalam was collected through the use of a pre-test and post-test. Results from the pre-test and post-test were analyzed and it was found that there was a significant difference in students’ performance before and after introducing the Zollman’s Four Corners and a Diamond graphic organizer. A paired sample t-test on the pre-test and post-test showed a significant improvement in students’ mean marks, t(23) = -3.415, p = .002. Additionally, it was found that the Zollman’s Four Corners and a Diamond graphic organizer is capable of helping students of all abilities and particularly the lower ability students. Hence for this study, the Zollman’s Four Corners and a Diamond graphic organizer successfully enhanced the Year 10 students’ performance in solving mathematics word problems

Primary School Pupils’ Performance on the Addition of Fractions: Conceptual and Procedural Knowledge

Fractions remain predominantly one of the most challenging topics to teach and learn. Brunei Darussalam is no exception, where a few local researches reported that students performed poorly in fraction topics. To understand this situation, this study focuses on pupils’ understanding in solving problems on fractions. Specifically, this study investigated Year 5 pupils’ conceptual and procedural performance on the addition of fractions. This study employed a quantitative research approach involving 572 primary school children. A test consisting of six carefully planned questions on fractions was used as the research instrument. The questions were divided into two sections to test pupils’ conceptual and procedural understanding laterally. The findings from this study revealed that children performed better in the procedural than in the conceptual questions. It can be concluded that most Year 5 pupils can correctly attempt the addition of fractions via procedural approach without understanding the essential concepts involved. Recommendation for future research was also discussed