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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Indonesian Journal of Science and Mathematics Education
Teoh Sian Hoon
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Education Mathematics

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AN ANALYSIS OF NUMBER SENSE AND MENTAL COMPUTATION IN THE LEARNING OF MATHEMATICS Aperapar, Parmit Singh; Hoon, Teoh Sian
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 16, No 1 (2011): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.275

Abstract

The purpose of this research was to assess students’ understanding of number sense and mental computation among Form One, Form Two, Form Three and Form Four students. A total of 1756 students, ages ranging from 12 to 17 years, from thirteen schools in Selangor participated in this study. A majority (74.9%) of these students obtained an A grade for their respective year-end school examinations. The design for this study was quantitative in nature where the data on student’s sense of numbers was collected using two instruments, namely, Number Sense Test and Mental Computation Test. Each of these instruments consisted of 50 and 45 items respectively. The results from this study indicate that students were not able to cope to the Number Sense Test as compared to the Mental Computation Test. The former unveils a low percentage of 37.3% to 47.7% as compared to the latter of 79% to 88.6% across the levels. In the number Sense Test, surprisingly, there was no significant difference in the results between Form 1 students and Form 2 students and also between Form 3 students and Form 4 students. This seems to indicate that as the number of years in schools increase, there is an increasing reliance on algorithm and procedures. Although in the literature it has been argued that including mental computation in a mathematics curriculum promotes number sense (McIntosh et. al., 1997; Reys, Reys, Nohda, & Emori, 2005), this was not the case in this study. It seems that an over reliance on paper and pencil computation at the expense of intuitive understanding of numbers is taking place among these students.
AN ANALYSIS OF NUMBER SENSE AND MENTAL COMPUTATION IN THE LEARNING OF MATHEMATICS Aperapar, Parmjit Singh; Hoon, Teoh Sian
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36005

Abstract

The purpose of this research was to assess students’ understanding of number sense and mental computation among Form One, Form Two, Form Three and Form Four students. A total of 1756 students, ages ranging from 12 to 17 years, from thirteen schools in Selangor participated in this study. A majority (74.9%) of these students obtained an A grade for their respective year-end school examinations. The design for this study was quantitative in nature where the data on student’s sense of numbers was collected using two instruments, namely, Number Sense Test and Mental Computation Test. Each of these instruments consisted of 50 and 45 items respectively. The results from this study indicate that students were not able to cope to the Number Sense Test as compared to the Mental Computation Test. The former unveils a low percentage of 37.3% to 47.7% as compared to the latter of 79% to 88.6% across the levels. In the number Sense Test, surprisingly, there was no significant difference in the results between Form 1 students and Form 2 students and also between Form 3 students and Form 4 students. This seems to indicate that as the number of years in schools increase, there is an increasing reliance on algorithm and procedures. Although in the literature it has been argued that including mental computation in a mathematics curriculum promotes number sense (McIntosh et. al., 1997; Reys, Reys, Nohda, Emori, 2005), this was not the case in this study. It seems that an over reliance on paper and pencil computation at the expense of intuitive understanding of numbers is taking place among these students.
Exploring the relationship between students' attitudes and fraction sense proficiency across lower secondary grades Singh, Parmjit; Salim, Nur Aida Asyikin Binti; Hoon, Teoh Sian; Nasir, Nurul Akmal Md
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i2.21776

Abstract

Understanding fractions is a critical mathematical skill necessary for more advanced mathematical concepts and applications. However, many students struggle with fraction sense, which is the foundational understanding and flexible use of fractions. This study aims to explore the relationship between students' attitudes toward learning fractions and their proficiency in fraction sense in lower secondary grades. Using a descriptive-correlational design, data were collected from 296 students aged 13 to 15 using the Fraction Sense Test (FST) and the Attitudes Towards Learning Fractions Questionnaire (ATLF). The study found that students consistently struggled with fractional concepts, achieving low scores across all grades. Nevertheless, a significant, though diminishing, relationship was observed between positive attitudes towards fractions and fraction sense proficiency from Secondary One to Secondary Three. These findings suggest the need to integrate meaningful fraction learning approaches to maintain students' positive attitudes, thereby improving their overall mathematical competence.
Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education Othman, Nadirah; Sarkam, Nor Aslily; Baharun, Norhayati; Hoon, Teoh Sian; Masrom, Suraya; Mohamad Razi, Nor Faezah; Abd Rahman, Abdullah Sani
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32613

Abstract

The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.
Co-Authors Abd Rahman, Abdullah Sani Aperapar, Parmjit Singh Baharun, Norhayati Masrom, Suraya Mohamad Razi, Nor Faezah Nasir, Nurul Akmal Md Othman, Nadirah Parmit Singh Aperapar Salim, Nur Aida Asyikin Binti Sarkam, Nor Aslily Singh, Parmjit