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All Journal Journal on Mathematics Education (JME) Journal of Honai Math Journal of Mathematics Instruction, Social Research and Opinion Mathematics Education Journal
Abdullah, Nor Azura
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTING INQUIRY-BASED LEARNING AND EXAMINING THE EFFECTS IN JUNIOR COLLEGE PROBABILITY LESSONS Chong, Jessie Siew Yin; Chong, Maureen Siew Fang; Shahrill, Masitah; Abdullah, Nor Azura
Journal on Mathematics Education Vol 8, No 2 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.637 KB) | DOI: 10.22342/jme.8.2.3964.157-164

Abstract

This study examined how Year 12 students use their inquiry skills in solving conditional probability questions by means of Inquiry-Based Learning application. The participants consisted of 66 students of similar academic abilities in Mathematics, selected from three classes, along with their respective teachers. Observational rubric and lesson observation checklist were used as the data collection instruments. The results obtained were analyzed and then quantitatively reported. Findings from the observational rubric revealed that Year 12 students were able to understand most of the questions during the activity, but they only select and use one previously learned method to solve the questions during the activity. In addition, these students rarely seek and asked probing questions during the activity. They only used words, diagrams and numbers to interpret the solutions to the questions and make connections between them but with few mistakes detected.DOI: http://dx.doi.org/10.22342/jme.8.2.3964.157-164
Exemplary Leadership Qualities of Mathematics Teacher Leaders Asamoah, Daniel; Abdullah, Nor Azura; Shahrill, Masitah; Laidin, Dalilah Farzana Haji; Ismail, Nur Fatin Haji; Abu Bakar, Najibah Pg; Shahrum, Mohamad Bahzi Al Barakat; Emran, Afiqah Bari’ah Haji; Abas, Nur Basmirah Haji
Journal of Mathematics Instruction, Social Research and Opinion Vol. 2 No. 3 (2023): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v2i3.163

Abstract

In theorizing teacher leadership, little is known about the leadership qualities teachers are likely to learn or model within their community of practice. This descriptive qualitative study examined 12 graduate teacher candidates to describe the exemplary leadership qualities of mathematics teacher leaders. After thematic analysis, two categories of exemplary leadership qualities of mathematics teacher leaders were revealed: the leadership qualities they exhibit for students to imitate and the qualities they model from significant others in their community of practice. We conclude that exemplary leadership qualities are a function of role modeling and social learning. Implications for teacher leadership in mathematics education are discussed further in this paper.
The perceived ideal qualities of secondary school mathematics leaders Hj Ali Mashod, Mohd Khairul Azam; Pengiran Omar, Dk Nurul 'Izzati; Khanafiah, Nadiah Maimunah; Haji Alias, Nurul Hafizah; Tan, Sil Yin; Haji Mosli, Ani Afifah; Abdullah, Nor Azura; Shahrill, Masitah
Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.249

Abstract

Effective school leadership is critical for school success. Teachers as leaders have extraordinary influences not only in their classrooms but also in the general school framework. The aspect of teacher leadership provides self-knowledge and the courage to act on that knowledge. However, there is no consensus on what defines teacher leaders and the specific qualities that characterise them. In this study, the insights of twelve conveniently sampled graduate teacher candidates in one of the teacher training institutions in Brunei Darussalam were explored. They were asked to describe the ideal leadership qualities that a secondary school mathematics teacher leader should possess. There were many variations in their responses. However, the overarching finding was that mathematics teacher leaders should have ideal qualities that make them functional within and outside of the classroom. Key attributes such as effective classroom management, content and pedagogical knowledge, effective communication and problem-solving skills, and the ability to contribute to maintaining a healthy school-community partnership were mentioned. This study concluded that in defining teacher leadership, it is essential to define the concept based on teachers’ ability to influence others to achieve set goals within and outside of the classroom.
Primary School Pupils’ Performance on the Addition of Fractions: Conceptual and Procedural Knowledge Abbas, Nor’ Arifahwati; Abdullah, Nor Azura; Shahrill, Masitah; Tengah, Khairul Amilin
Mathematics Education Journal Vol. 16 No. 2 (2022): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Fractions remain predominantly one of the most challenging topics to teach and learn. Brunei Darussalam is no exception, where a few local researches reported that students performed poorly in fraction topics. To understand this situation, this study focuses on pupils’ understanding in solving problems on fractions. Specifically, this study investigated Year 5 pupils’ conceptual and procedural performance on the addition of fractions. This study employed a quantitative research approach involving 572 primary school children. A test consisting of six carefully planned questions on fractions was used as the research instrument. The questions were divided into two sections to test pupils’ conceptual and procedural understanding laterally. The findings from this study revealed that children performed better in the procedural than in the conceptual questions. It can be concluded that most Year 5 pupils can correctly attempt the addition of fractions via procedural approach without understanding the essential concepts involved. Recommendation for future research was also discussed.DOI : https://doi.org/10.22342/jpm.16.2.17811.227-238
Co-Authors Abas, Nur Basmirah Haji Abbas, Nor’ Arifahwati Abu Bakar, Najibah Pg Asamoah, Daniel Chong, Jessie Siew Yin Chong, Maureen Siew Fang Emran, Afiqah Bari’ah Haji Haji Alias, Nurul Hafizah Haji Mosli, Ani Afifah Hj Ali Mashod, Mohd Khairul Azam Ismail, Nur Fatin Haji Khanafiah, Nadiah Maimunah Laidin, Dalilah Farzana Haji Masitah Shahrill, Masitah Pengiran Omar, Dk Nurul 'Izzati Shahrum, Mohamad Bahzi Al Barakat Tan, Sil Yin Tengah, Khairul Amilin