Improving the Reasoning Skills of Students to Overcome Learning Difficulties in Additional Mathematics: A Review
DOI:
https://doi.org/10.37134/jsml.vol5.3.2017Keywords:
Reasoning skills, Higher Order Thinking Skills, Additional Mathematics, MathematicsAbstract
Reasoning skills are one of the primary components of the Higher Order Thinking Skills (HOTS) that students must become proficient at; as stipulated in the Malaysian Education Blueprint (MEB) 2013–2025. However, there is empirical evidence that suggests that the weakness in mathematical reasoning skills among the students at the primary level has an impact on the success or difficulty of learning mathematics at a higher level. The need for students to master mathematical reasoning is among the main causes of the decline of students’ performance in learning Mathematics of analytical character (such as Additional Mathematics). The weakness mastery of mathematical reasoning skills among students at primary level is a period of significant impact on the success or difficulties in learning mathematics at a higher level. A review of the various delineating knowledge processing in the context of reasoning skills and learning difficulties in Mathematics and Additional Mathematics shows that reasoning skills begin the knowledge; it then moves into systematic thinking when one needs to bridge the prerequisites and new found knowledge while solving the complex or none-routine mathematics problem. It was recommended, based on the finding of this study, that mathematical reasoning is seen to be important to help students understand and master any mathematical concepts.
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References
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Surif, J., Ibrahim, N. H., & Mokhtar, M. (2012). Conceptual and procedural knowledge in problem solving. Procedia-Social and Behavioral Sciences, 56, 416-425.
Switala, M. S. (2013). Enacting reasoning-and-proving in secondary mathematics classrooms through tasks (Doctoral dissertation, University of Pittsburgh).
Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2011). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in psychology, 3, 162-162.
Yee, M. H., Md Yunos, J., Othman, W., Hassan, R., Tee, T. K., & Mohamad, M. M. (2015). The effectiveness of higher order thinking skills for generating idea among technical students. Recent Advances in Educational Technologies.
Zakaria, E., Yaakob, M. J., Maat, S. M., & Adnan, M. (2010). Conceptual knowledge and mathematics achievement of matriculation students. Procedia-Social and Behavioral Sciences, 9, 1020-1024.
Zakaria, E., Zain, N. M., Ahmad, N. A., & Erlina, A. (2012). Mathematics anxiety and achievement among secondary school students. American Journal of Applied Sciences, 9(11), 1828-1832.
Akgün, L., İşleyen, T., Tatar, E., Soylu, Y., & Duru, A. (2010). Comprehension test in calculus course. Procedia-Social and Behavioral Sciences, 2(2), 1527-1531.
Akkus, R. (2007). Investigating the changes in teachers’ pedagogical practices through the use of the Mathematics Reasoning Heuristic (MRH) approach (Doctoral dissertation, Iowa State University).
Amalina Ibrahim, Nor‘ain Binti Mohd. Tajudin dan Norashiqin Mohd. Idrus. (2012). Hubungan Antara tahap kemahiran penaakulan saintifik dan stail pengajaran pensyarah dalam kalangan pelajar matematik di Universiti Pendidikan Sultan Idris, Prosiding Kolokium Kebangsaan Pasca Siswazah Sains dan Matematik. 8–19.
Arsaythamby, V. (2006). Bias ujian aneka pilihan Matematik KBSM berdasarkan perbezaan individu dan Orientasi Pembelajaran Matematik. Unpublished doctoral dissertation, Universiti Utara Malaysia.
Arshad, M. N., Atan, N. A., Abdullah, A. H., Mokhtar, M., & Abu, M. S. (2017). Learning The Strategy of Reasoning Through Marzano Dimensional Mastery Learning Model Among Form Four Students for The Topic of Differentiation. Sains Humanika, 9(1-4).
Artelt, C., & Schneider, W. (2015). Cross-country generalizability of the role of metacognitive knowledge for students’ strategy use and reading competence. Teachers College Record, 117(1), 1-32.
Aschbacher, P. R., & Tsai, S. M. (2014). Gender differences in the consistency of middle school students’ interest in engineering and science careers. Journal of Pre-College Engineering Education Research (J-PEER), 4(2), 2.
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2013). Perangkaan Pendidikan Malaysia 2013 (p. 26). Putrajaya: KPM
Bergqvist, E. (2012). University mathematics teachers’ views on the required reasoning in calculus exams. The Mathematics Enthusiast, 9(3), 371.
Boesen, J., Lithner, J., & Palm, T. (2010). The relation between types of assessment tasks and the mathematical reasoning students use. Educational studies in mathematics, 75(1), 89-105.
Erchick, D. B. (2002). “The Square Thing” as a Context for Understanding, Reasoning and Ways of Knowing Mathematics. School Science and Mathematics, 102(1), 25-32.
Hassan, A., Eizuan, M., Saad, N. S., & Dollah, M. U. (2012). Kemahiran Penaakulan Saintifik (KPS) dalam kalangan pelajar Tingkatan Empat dan hubungannya dengan stail pengajaran guru Matematik di Bilik Darjah. Jurnal Pendidikan Sains & Matematik Malaysia 2(2), 1-10.
Jacob, S. M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia-Social and Behavioral Sciences, 31, 800-804.
Kementerian Pendidikan Malaysia, KPM (2016). Buku Penerangan Kurikulum Standard Sekolah Menengah. Putrajaya: Bahagian Pembangunan Kurikulum.
Lee, S. J., Brown, R. E., & Orrill, C. H. (2011). Mathematics teachers’ reasoning about fractions and decimals using drawn representations. Mathematical Thinking and Learning, 13(3), 198-220.
Maidinsah, H. (2004). Kesan Kaedah Pengajaran Metakognisi-Inkuiri Terhadap Prestasi Dalam Matematik Dan Penaakulan Saintifik Di Kalangan Pelajar Diploma [BF318. H216 2004 f rb] [Microfiche 7575] (Doctoral dissertation, Universiti Sains Malaysia).
Malaysia, K. P. (2012). Pelan Pembangunan Pendidikan Malaysia 2013–2025. Putrajaya: Kementerian Pelajaran
Malaysia.
Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Association for Supervision and Curriculum Development, 1250 North Pitt Street, Alexandria.
Mohaffyza Mohammad, M., Mei Heong, Y., Myhamad Hanaf, N., & Yusof, Y. (2013, December). Analysis of the learning styles dimensions for vocational students. In International Conference on Innovation Challenges in Multidisciplinary Research & Practice (ICRMP2013) (Vol. 13, p. 14).
Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
Natsheh, I., & Karsenty, R. (2014). Exploring the potential role of visual reasoning tasks among inexperienced solvers. ZDM, 46(1), 109-122.
Noraini Aziz., (2015). Kemahiran Berfikir Kritis Pelajar Matematik Tambahan Sekolah Menengah (Critical Thinking Skills of Additional Mathematics Secondary School Students). Jurnal Pendidikan Matematik, 2(2), 31-49.
Okano, K. H. (2010). 9 A Cultural Overview of Education in Japanese Civilization. Handbook of Asian Education: A Cultural Perspective, 183.
Prusak, N., Hershkowitz, R., & Schwarz, B. B. (2013). Conceptual learning in a principled design problem solving environment. Research in Mathematics Education, 15(3), 266-285.
Puteh, M. (2002, April). Qualitative research approach towards factors associated with mathematics anxiety. In Proceedings of the 3rd International Mathematics Education and Society Conference (pp. 1-5). Copenhagen: Centre for Research in Learning Mathematics.
Nor'ain Mohd. Tajuddin, Noorshah Saad, Nurulhuda Abd Rahman, Asmayati Yahaya, HAsimah Alimon, Mohd Uzi Dollah, Mohd Mustamam Abd Karim (2012). Mapping The Level Of Scientific Reasoning Skills To Instructional Methodologies Among Sceinces, Mathematics And Engineering Undergraduates. International Journal of Humanities and Social Science, 2 (3), 147-153.
Silver, E. A., & Smith, M. S. (1990). Teaching Mathematics and Thinking. The Arithmetic Teacher, 37(8), 34.
Sokolowski, A., Yalvac, B., & Loving, C. (2011). Science modelling in pre-calculus: how to make mathematics problems contextually meaningful. International Journal of Mathematical Education in Science and Technology, 42(3), 283-297.
Surif, J., Ibrahim, N. H., & Mokhtar, M. (2012). Conceptual and procedural knowledge in problem solving. Procedia-Social and Behavioral Sciences, 56, 416-425.
Switala, M. S. (2013). Enacting reasoning-and-proving in secondary mathematics classrooms through tasks (Doctoral dissertation, University of Pittsburgh).
Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2011). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in psychology, 3, 162-162.
Yee, M. H., Md Yunos, J., Othman, W., Hassan, R., Tee, T. K., & Mohamad, M. M. (2015). The effectiveness of higher order thinking skills for generating idea among technical students. Recent Advances in Educational Technologies.
Zakaria, E., Yaakob, M. J., Maat, S. M., & Adnan, M. (2010). Conceptual knowledge and mathematics achievement of matriculation students. Procedia-Social and Behavioral Sciences, 9, 1020-1024.
Zakaria, E., Zain, N. M., Ahmad, N. A., & Erlina, A. (2012). Mathematics anxiety and achievement among secondary school students. American Journal of Applied Sciences, 9(11), 1828-1832.
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Published
2017-12-01
How to Cite
Arshad, M. N., Atan, N. A., Abdullah, A. H., Abu, M. S., & Mokhtar, M. (2017). Improving the Reasoning Skills of Students to Overcome Learning Difficulties in Additional Mathematics: A Review. Journal of Science and Mathematics Letters, 5, 28–35. https://doi.org/10.37134/jsml.vol5.3.2017
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