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The probability of students to make a mathematical error in problem solving is high. Problem solving skills in mathematics are important. The purpose of this study is to explore to what extent the intervention of learning methods by using identifying errors technique to reduce mathematical errors in learning mathematics. Previous studies show that lack of comprehension of mathematical concepts among students leads to numerous mathematical errors. For this study, the participants are 134 Mengubah Destini Anak Bangsa (MDAB) students from Pre-Commerce programme in Universiti Teknologi MARA Cawangan Melaka (UiTMCM), for semester September 2017-January 2018. The data collected for this study is from the pre-quiz, post-quiz and identifying errors exercises (IEE) scores. Pre-quiz was issued to students during the first meeting of Intensive Mathematics I (MAT037) class. Thereafter, sessions of mathematics class with emphasis on mathematical errors took place. The postquiz was given to participants on the last day of the fourteenth week. To emphasize the study two groups were made. IEE_1 is a group of students who did all IEE while IEE_2 is a group who did only parts of IEE. The findings show no significant difference between gender, resided location and socioeconomic status of the students. However, it was shown that Modern Mathematics SPM results have a significant impact on the scores of IEE. In addition, results also show no significant difference in the mean scores between students in IEE_1 and IEE_2 for prequiz. However, after the intervention of identifying errors techniques, it was revealed that the mean scores for postquiz differ significantly higher for IEE_1 group compared to IEE_2 group.

The study was aimed to determine the impact of social media used on mathematics/statistics through online distance learning (ODL) among pre-diploma and diploma business management students enrolling for Intensive Mathematics (MAT037), Business Mathematics (MAT112), Mathematics with Business Applications (MAT111) and Introduction to Statistics (QMT181) courses of academic session November 2020 -January 2021 in a public university in Malaysia. The quantitative research design was employed in which samples were selected using cluster sampling method. From 53 academic groups of students taking MAT037, MAT111, MAT112, and QMT181, 21 groups were selected randomly. All students from 21 groups selected were chosen as samples. An online survey was conducted in January 2021 during the Recovery Movement Control Order (RMCO) Phase 3 period (1 st January 2021 -31 st March 2021). During this period of time, Malaysian public universities were still conducting teaching and learning activities via ODL. A total of 539 prediploma and diploma business management students of ages between 18 years to 23 years old participated in the study. Findings of the study revealed that WhatsApp was the most favourite used social media platform among the students, followed by Instagram, YouTube, Telegram, Twitter, Facebook, Pinterest, TikTok, Facebook Messenger, and Snapchat. Male students were found to favour Facebook while female students favoured Twitter, Pinterest, and Telegram more than males. Older (20 -23 years old) and senior (Part 2 and higher) students preferred to use Twitter while Instagram and Pinterest users were higher among younger (18 -19 years old) and junior (Prediploma/Part 1) students. Twitter users were also higher among students residing in urban areas, enrolling in insurance discipline of study, and taking statistics course. Combination of YouTube, Telegram, and/or WhatsApp used with lecturers' supervision, guidance, and collaboration during ODL had significantly affected mathematics/statistics performance while there was no significant effect between the combination of YouTube, Telegram, and/or WhatsApp when social media were used without lecturers' supervision, guidance, and collaboration. Results of the study also revealed that mathematics/statistics performance for groups who frequently used YouTube and groups who frequently used Telegram were significantly higher than groups who frequently used WhatsApp.

Students' higher-order thinking skills (HOTS) such as analysing, evaluating and creating thinking skills were examined in this study using the Identifying Errors Teaching (IET) technique. Pre-diploma commerce students from Universiti Teknologi MARA Cawangan Melaka were divided into two groups as part of the experimental research design. To measure the HOTS elements, six sets of tests comprising of mathematics problems with incorrect solutions were used. The study found that there were statistically significant interaction effects between the control group and the previously high-performing Sijil Pelajaran Malaysia (SPM) modern mathematics group's performance in the creation and level of thinking skills. Students from the experimental group differ significantly from previously high-performing SPM modern mathematics students where the former scored higher in then creation of thinking skills compared to the control group, therefore indicating that the IET technique does influence the creation of thinking skills among previously high-performing SPM modern mathematics students. Students from the experimental group who took additional mathematics during SPM also had significantly higher level of analysing and thinking skills than their peers from the control group. It was found that creating thinking skills was the highest contributor to HOTS for MAT037 GPA compared to analysing thinking skills. These findings show that the IET approach may have improved the levels of creating and analysing thinking skills among pre-diploma commerce students.