Framework of Integrating Algebraic Thinking in Problem-Based Learning via Online Environment for School Students

Mustaffa, Najihah; Said, Mohd Nihra Haruzuan Mohamad; Ismail, Zaleha; Tasir, Zaidatun

doi:10.1109/tale.2018.8615390

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…Indeed, the discussion approach to instruction has been shown to be a great tool for promoting problem solving and reasoning , critical thinking and collaborative discourse (Oh et al, 2018), and cognitive achievement (Zha & Ottendorfer, 2011). Similarly, the problem-based approach to instruction proved to be able to enhance critical thinking (Hussin et al, 2019), algebraic thinking (Mustaffa, 2017), cognitive functions and abilities (Chua et al, 2016), and creativity (Utomo et al, 2019).…”

Section: Advantages Of the Discussion And Problembased Approachesmentioning

confidence: 99%

The Central Role of Active Learning in University Education: with Special Reference to Content Courses

Ali Al-Balushi

2023

J. arts soc. sci.

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This paper raises the question of why university graduates lack higher order intellectual skills, and ascribes this to the teaching approach adopted for content courses. It argues that the lack of critical thinking and problem solving as well as research skills is due to the widespread use of the direct approach to instruction for university content courses. It thus argues that the solution is in adopting teaching approaches that promote active learning, like the discussion approach and the problem-based approach. The recommended approaches aim at arousing students’ curiosity about the material through assigning readings and presenting problems, which prompts the students to make observations and ask questions, therefore assuming the active role of ‘learner’, rather than the passive role of ‘recipient’. The paper justifies recommending these two approaches by linking them to the children’s learning style and scholars’ discovery process, which are essentially based on ‘making observations’, ‘asking questions’, and ‘pursuing answers’. Keywords: curiosity; observation; questions and discussion; problems; active learning.

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Section: Advantages Of the Discussion And Problembased Approachesmentioning

confidence: 99%

The Central Role of Active Learning in University Education: with Special Reference to Content Courses

Ali Al-Balushi

2023

J. arts soc. sci.

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“…There is little empirical data supporting the benefits of problem solving combined with technology in Malaysian classrooms, despite assertions regarding the beneficial effects of both on students' algebraic thinking abilities. Mustaffa et al (2018) asserted in their study that the incorporation of algebraic reasoning into problem solving learning methodologies holds the potential to assist educators in enhancing the teaching and acquisition of algebra. By integrating algebraic reasoning into problem solving context, learners can develop a deeper understanding of algebra and its practical applications.…”

Section: Effects Of Problem Solving and Technology On Student's Algeb...mentioning

confidence: 99%

The Effects of Polya's Problem Solving With Digital Bar Model on the Algebraic Thinking Skills of Seventh Graders

Jahudin,

Siew

2024

PEC

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There is a dearth of empirical data to support the positive effects of problem solving (PS) combined with digital technology in the classroom, despite claims that these activities improve students' algebraic thinking abilities. Therefore, the purpose of this study was to evaluate how the teaching method known as Polya's problem solving with digital bar model (PSDMB) affected the seventh graders' ability to think algebraically. Ralston's framework, which covers Generalised Arithmetic, Function, and Modelling within the topic of Linear Equation, served as the foundation for the evaluation of algebraic thinking abilities. A quasi-experimental pre-test and post-test control group design was employed. A total of 90 seventh graders, aged twelve- to thirteen-year-olds, from a secondary school in Tambunan, Sabah, Malaysia, made up the sample. Three teaching groups were formed out of these randomly chosen students: PSDMB (n = 30), Bar Model (MB) (n = 30), and Conventional Problem Solving (CPS) (n = 30). Both the pre- and post-algebraic thinking tests were taken by students. The post-test results were analysed using MANCOVA with the students' pre-test results acting as covariates. The results indicated that students in the PSDMB group performed notably better in Generalised Arithmetic, Function, and Modelling than those in the MB group, who, in turn, outperformed those in the CPS group. These results imply that incorporating digital bar model into problem-based learning is a successful strategy for improving seventh graders' algebraic thinking abilities. Keywords: algebraic thinking skills, digital bar model, Polya's problem solving, seventh graders

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“…It is formally introduced to students in elementary school, and the curriculum continues in secondary school. Significant emphasis is placed on the significance of algebraic skills for a deeper understanding of algebraic knowledge (Mulligan & Mitchelmore, 2009;Mustaffa et al, 2018). However, many students find algebra to be a daunting subject and struggle to transition from arithmetic thinking to algebraic thinking (Mullen, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

The Relationship between Algebraic Achievement and Attitude towards Algebra

binti Kassim,

Hoon,

Choo

2023

IJARPED

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Algebra is commonly regarded as one of the most challenging topics in mathematics courses, resulting in nationwide learning difficulties. Achievement in algebra is a significant concern in Malaysia, particularly among secondary school students. Until today, as one of the primary educational objectives is to teach students to think mathematically and employ algebraic reasoning in real-world problem-solving contexts, the development of algebraic skills through mathematics education is crucial. The purpose of this study was to examine the relationship between the achievement and attitudes of Form Four students towards learning algebra. A correlational research design was used to collect quantitative data using a mathematics test with nineteen problems in four domains: variables, expressions, equations, and word problems. In addition, the students were given a survey regarding their attitudes towards algebra learning. A total of 200 Form Four students participated in the written test. The primary findings revealed that Form Four students' overall algebraic performance was below average at 49.30%. On average, female students performed marginally better than male students on the algebra test, achieving a score of 51.23 %. The results indicate that there were no significant differences in the algebraic achievement between female and male students. The findings demonstrated that students' attitudes towards algebra study have a substantial and positive effect on their algebraic performance. In addition, the study revealed a weakly positive relationship between algebraic achievement and attitude towards algebra learning. Therefore, educators and policymakers can prioritize creating effective algebra teaching strategies and fostering positive attitudes towards learning algebra among students. This will benefit both male and female students in developing a positive attitude towards the subject, leading to algebraic success and improvement of mathematics education.

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Framework of Integrating Algebraic Thinking in Problem-Based Learning via Online Environment for School Students

Cited by 6 publications

References 13 publications

The Central Role of Active Learning in University Education: with Special Reference to Content Courses

The Central Role of Active Learning in University Education: with Special Reference to Content Courses

The Effects of Polya's Problem Solving With Digital Bar Model on the Algebraic Thinking Skills of Seventh Graders

The Relationship between Algebraic Achievement and Attitude towards Algebra

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