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All Journal Jurnal Pendidikan Matematika Journal on Mathematics Education (JME)
Nor Azura Abdullah
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
Education Mathematics

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IMPLEMENTING INQUIRY-BASED LEARNING AND EXAMINING THE EFFECTS IN JUNIOR COLLEGE PROBABILITY LESSONS Jessie Siew Yin Chong; Maureen Siew Fang Chong; Masitah Shahrill; Nor Azura Abdullah
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
Primary School Pupils’ Performance on the Addition of Fractions: Conceptual and Procedural Knowledge Nor' Arifahwati Abbas; Nor Azura Abdullah; Masitah Shahrill; Khairul Amilin Tengah
Jurnal Pendidikan Matematika Vol 16, No 2 (2022)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.16.2.17811.227-238

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.
Co-Authors Jessie Siew Yin Chong Khairul Amilin Tengah Masitah Shahrill Maureen Siew Fang Chong Nor' Arifahwati Abbas