This study was conducted to assess the students’ level of abilities in solving algebraic word problems which is a main component in Science, Technology, Engineering and Mathematics (STEM). It also aims to determine the students’ difficulties in solving these problems by using Newman’s Model of Error Analysis (NMEA). Furthermore, this study was conducted to investigate the attitudes of undergraduate students towards STEM and its relationship to the achievement of the test. The instruments are a test on algebraic problems and a set of questionnaire on attitudes towards STEM. The test which was validated by an expert from a university was adopted and adapted from a problem solving source. The test contained questions from one of the main areas of algebra which focused on two parts namely algebraic knowledge (AK) and algebraic knowledge in the context of science (AKCS). There were a total of 63 undergraduate mathematics education students who took part in this study. This study was carried out using the mixed-methods qualitative approach. The result showed that the majority of the students have a low level of algebraic knowledge as well as algebraic knowledge in the context of science. For the attitude towards STEM, findings displayed that the majority of the students were interested and gave positive attitude towards STEM. Keywords: algebraic knowledge (AK), algebraic knowledge in the context of science (AKCS), Newman’s Model of Error Analysis (NMEA), attitudes towards STEM
Mathematics has traditionally been regarded as an important topic for the fundamental development of skills since it necessitates language and thinking. With these required skills, students with less mathematics experience rely largely on learning opportunities. Providing mathematics learning opportunities for children may encourage them to study. Students are more likely to participate in learning when teachers provide additional support. Previous research has concentrated on both effective teaching and learning as well as student challenges. Despite this, the current challenging circumstances have resulted in fewer options for students to explore. As a result, this research aims to determine how teachers and parents in a rural mathematics community in Malaysia create opportunities for students to participate in mathematics education. Teachers, parents, and students make up the community. A case study was used to obtain qualitative data via interview. This study included four teachers and two parents. Purposive sampling was used to select the samples, with participants agreeing to be involved. The findings revealed that the teachers and parents were equally concerned about their children's education and focused on mentoring them. To help their children, the parents relied on technology. This study provides input on strategies used to engage students in mathematics education.
The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, working with parents, provided substantial support to develop students’ knowledge of mathematics and 21st-century skills, such as life skills. This study shows how mathematical knowledge and skills can be developed within a community with little access to advanced technology and how students can be supported to acquire life-long learning skills. Keywords: Community, Mathematics, Parents, Teachers.
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