Problems in Learning Mathematics: Comparison of Brunei Junior High School Students in Classes with and without Repeaters

Mundia, Lawrence

doi:10.5539/jmr.v2n3p150

Cited by 37 publications

(34 citation statements)

References 15 publications

(10 reference statements)

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“…The data in this research study were collected from Year 11 repeaters in a single-sex school only, and hence the results only exclusively represent that school. However, these results may have the potential of helping teachers from other schools to understand the problems faced by not just Year 11 repeaters, but low-achievers in mathematics in general (refer also to Mundia, 2010 [9]). It can be used as a tool to inform teachers of mathematical concepts that should be addressed even if they are as fundamental as units of measure, decimals or fractions, with careful thought and planning.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students

Sarwadi¹,

Shahrill²

2014

Mathematics Education Trends and Research

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Students' errors are causally determined, and very often systematic. Systematic errors are usually a consequence of student misconceptions. These can include failure to make connections with what they already know. There are beliefs held by students that inhibit learning from errors, such as they cannot learn from the mistakes and that mathematics consists of disconnected rules and procedures. Student errors are unique and they reflect their understanding of a concept, problem or a procedure. This study investigated how much mathematics have been understood and remembered by Year 11 repeating students, how their confidence level affects their responses to test items, and the causes for errors and misconceptions. A total of 74 Year 11 repeating students participated in this study and nine Year 11 mathematics teachers were surveyed. The sets of data were collected from the student test performance, student confidence level scale, and student and teacher questionnaires. The quantitative analyses of the students' results suggested that their test performance was not notably affected by their confidence. However, students' misconceptions seemed to have a significant impact on their progress and achievement in the test. The findings also suggested that students' errors and misconceptions were not only varied but there exist different causes as well.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students

Sarwadi¹,

Shahrill²

2014

Mathematics Education Trends and Research

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“…Thus, mathematics is taught in English in primary and secondary schools (Mundia, 2010;Shahrill, 2009;. The use of bilingualism and code-switching is a common phenomenon in mathematics classrooms in Brunei Darussalam.…”

Section: The Use Of Bilingualism and Code-switching In Mathematics Anmentioning

confidence: 99%

Examining Classroom Interactions in Secondary Mathematics Classrooms in Brunei Darussalam

Salam¹,

Shahrill²

2014

ASS

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This study examined the classroom interactions in three secondary mathematics classrooms in Brunei Darussalam. Investigations were conducted on whether the types of classroom interactions (be it public or private) may have any direct effects on Year 10 students' learning of mathematics. The participants involved in this study were three mathematics teachers and 78 Year 10 students. Data were collected by video-recording a sequence of three lessons for each of the three classes, the use of lesson feedback forms (which included a questionnaire on code-switching) distributed to the students and student interviews. The results of the study revealed that majority of the lesson time for all three classes were spent on public interaction (78.9%) rather than private interaction (10.4%). Moreover, it was found that the types of interaction have no direct effect on the students' learning; rather it is how the teacher carried out these interaction types that can affect the students' learning. From the results of the questionnaires on code-switching, there was an almost evenly divided preference for code-switching (Malay and English) and using 'English only' as the medium of instruction among the student participants. It seems that code-switching is only useful in helping the students to understand the lesson better; however it does not necessarily mean that the secondary students learned better when the teacher code-switched during the lesson.

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“…Mathematics has a high relevance and practical applications in real life forming a base for all technological and scientific studies (Mundia, 2010;Chong and Shahrill, 2016;Fintiet al, 2016;Huda et al, 2017). Despite its importance, students tend to perform poorly in it.…”

Section: Introductionmentioning

confidence: 99%

Using Visual Representations as an Alternative in Teaching Simultaneous Equations

Nordin¹,

Tengah²,

Shahrill³

et al. 2017

International Conference on Education

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Abstract:It is widely known that students normally struggle in the mathematics topic of algebra. They tend to steer away from algebraic problems such as solving linear equation with one variable, let alone simultaneous equations, which require them to determine the values of two variables. This action research study investigates the effect of replacing the common symbolic representations with pictorial (static visual) representations in simultaneous equations lessons of 38 low-performing Year 10 students. The data for the study was collected by means of pre-and post-tests and facilitated by three worksheets as the intervention instruments. During the lessons, pictorial representations were used in solving simultaneous equations questions. These entailed drawing several pictorials that were given in the equations. In particular, drawings of burgers, fries, cheese slices, gift boxes and sweets were used as these were generally relatable to the students in real-life. The students were then provided with fresh worksheets and subsequently translated their workings from the pictorial part to x and y. And thus forms the symbolic part of the intervention. From the students' pre-test and posttest scores, it was evident that the pictorial representations helped the students in making significant improvements in the topic.

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Problems in Learning Mathematics: Comparison of Brunei Junior High School Students in Classes with and without Repeaters

Cited by 37 publications

References 15 publications

Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students

Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students

Examining Classroom Interactions in Secondary Mathematics Classrooms in Brunei Darussalam

Using Visual Representations as an Alternative in Teaching Simultaneous Equations

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