The Use of i-Think Map and Questioning to Promote Higher-Order Thinking Skills in Mathematics

Hassan, Siti Ruzila; Rosli, Roslinda; Zakaria, Effandi

doi:10.4236/ce.2016.77111

Cited by 41 publications

(34 citation statements)

References 4 publications

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“…Creative i-Think Maps with colors, surprises and humor have demonstrated the ability to evoke emotions and generate a better learning atmosphere for students in general (Banas et al, 2011;Lucas, 2003). The use of i-Think Maps has been widely advocated by educators to help students understand lessons better (Hassan et al, 2016;Long & Carlson, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach towards Physics Understanding

Saleh

Mazlan²

2019

JPII

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The purpose of this study was to assess the effects of Brain-Based Teaching with i-Think Maps and the Brain Gym Approach (BBT-iTBA) compared to the conventional teaching approach (CTA) towards Physics' conceptual understanding amongst male and female matriculation students in the north of Peninsular Malaysia. 180 students (83 were male and 97 were female), aged around 19 years old, from two Matriculation Colleges, were involved as research sample for the targeted population. The effects of the BBT-iTBA compared to the CTA towards Physics' conceptual understanding amongst students were determined using a quasi-experimental non-equivalent group design, involving an experimental group of students (exposed to BBT-iTBA) and a control group of students (received CTA). Data gathered from the Physics Conceptual Understanding Test (PCUT), administered on the sample before and after the intervention of both teaching approaches, were then analyzed statistically. The two way ANOVA analysis results indicated that after the intervention, students' Physics conceptual understanding differ significantly due to the implementation of the different teaching approaches, with a great size effect. Students who were exposed to BBT-iTBA performed significantly better in the PCUT than students who received CTA. Although gender alone did not affect students' Physics conceptual understanding, the results obtained revealed that the effects of the interaction between the implementation of the teaching approaches and gender on the attainment of students' Physics conceptual understanding were significant, with a simple size effect. The main features of the BBT-iTBA, which are: focusing on the optimum function of the brain; promoting and enhancing the skills of thinking; and creating a relaxed and fun learning environment; are found to be the significant triggers for students to better understand Physics conceptually and excel in the subject.

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Section: Introductionmentioning

confidence: 99%

The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach towards Physics Understanding

Saleh

Mazlan²

2019

JPII

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“…The i-Think map as a Thinking Tool program is to foster and promote the skills of thinking among students to produce an innovative generation. The purpose of introducing i-Think is to produce human capital that has a critical and creative thinking, innovative and competitive in future (Hassan, Rosli, & Zakaria, 2016). In all aspects of life, learners are dependent upon their ability to think critically, creatively, analytically, independently and compassionately, in order to be successful and to contribute positively to those around them.…”

Section: Introductionmentioning

confidence: 99%

Developing Critical Thinking Skills Through i-Think Maps: An Action Research

Yaakub¹,

Rashid²,

Nasir³

2018

IJEL

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This paper aims to provide insights into the use of i-Think maps in developing the understanding of critical thinking skill among ESL student teachers. The i-Think map programme was introduced by the Ministry of Education in 2012 which aims to produce innovative learners including those in language learning field. Employing Kemmis and Mac Taggart’s (2000) model of action research, eight different types of i-Think maps were introduced to three trainee teachers for four months in order to obtain feedback concerning their learning experience and understanding of critical thinking skill. Throughout the four-month period, the participants were asked to opt for suitable i-Think maps to summarise the content of the lectures delivered in their teaching session. The participants were trainee teachers at a Teacher Training Institute in Malaysia and they were purposively sampled as they had been diagnosed to have problems in applying critical thinking for coaching. Analysis of the data which were generated from document analysis and semi-structured interviews with the student teachers, showed that the participants were interested in using i-Think maps and they perceived the maps as a useful tool in improving their understanding of critical thinking. This paper contributes to the existing literature on critical thinking skills in ELT classroom by highlighting the importance of using i-Think maps as a teaching aid in enhancing the critical thinking ambience among the students.

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“…The use of high-level questioning techniques is seen as a more effective questioning technique [7]. In [8] emphasized that students need to apply their knowledge and understanding to get answers to questions posed by teachers. Using teachers' high-level questioning skills through problem-solving questions can open up the opportunity for more in-depth discussion, encourage exploration and enhance student engagement in the teaching process [9].…”

Section: Introductionmentioning

confidence: 99%

“…The use of effective oral questioning in the teaching of mathematics is very important to help students improve their thinking skills and to help students understand abstract mathematical concepts [6]. The use of higher level questions such as non-routine and divergent questions can help and train students to think at a higher level [8]. Questions like these enable students to better develop knowledge and help students to apply the existing knowledge they have in solving problems [1].…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Implementation of Low- Level Oral Questioning in Mathematics Teaching in Primary School

2019

IJITEE

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The purpose of this study was to identify factors that influence the implementation of low-level oral questioning in mathematics teaching in primary school. This study was a qualitative study using the case study method. Data were collected through partial structural observation, semi-structured interview, document analysis and field notes. Six mathematics teachers from six different primary schools were selected as participants of the study using purposive sampling method. The data were then analyzed using a constant comparative method to identify the patterns and themes that emerged from the data obtained. The study identified that factors of time constraint, heavy workload, extensive coverage of contents, low level student achievement, student engagement, and lack of in-service training contributed to the lack of high level questionings in the mathematics teaching process. These factors need to be addressed so that students' thinking can be enhanced through higher level oral questioning activities during the class.

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The Use of i-Think Map and Questioning to Promote Higher-Order Thinking Skills in Mathematics

Cited by 41 publications

References 4 publications

The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach towards Physics Understanding

The Effects of Brain-Based Teaching With I-Think Maps and Brain Gym Approach towards Physics Understanding

Developing Critical Thinking Skills Through i-Think Maps: An Action Research

Factors Affecting the Implementation of Low- Level Oral Questioning in Mathematics Teaching in Primary School

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