THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (Programa Evolutivo Instruccional para Matemáticas), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students’ performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction by being a great connoisseur of the fundamental aspects of the development of the child’s mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students. The implementation of PEIM along with the empirical evaluation conducted in several centers in Madrid and Zaragoza (Spain) confirm how students improve their mathematical competence. Both first- and second-grade students in elementary education were far more effective in solving problems, highlighting the use of more advanced strategies in their resolution and a lower incidence of conceptual errors. Moreover, it was possible to verify how the students proving greater difficulty, experienced an evolution in learning similarly to those who did not present it. The program provides customized education to allow the teacher to know at all times how he should be more influential on the students’ learning through mathematical profiles. Both teaching practice and teachers were observed, being that of the experimental group more prone to analyzing processes and allowing the construction of knowledge by students, due to their psycho-developmental training. As a result, we found several improvements through the implementation of the program that may serve, for upcoming years, as a basis for the necessary changes in the teaching of mathematics.

The Enhancement of Motivation and Mathematics Competence Using Realistic Mathematics Education (RME) Approach on The 2nd Grade of SDN 1 Srowot

<table class="NormalTable"><tbody><tr><td width="200"><span class="fontstyle0">Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar siswa dan motivasi belajar<br />siswa kelas II SD N 1 Srowot tahun ajaran 2020/2021 dengan pendekatan Realistic<br />Mathematics Education (RME). Penelitian ini merupakan penelitian tindakan kelas (PTK).<br />Penelitian dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua pertemuan yang terdiri<br />atas perencanaan, pelaksanaan, tindakan, observasi dan refleksi. Subjek penelitian adalah<br />siswa Kelas II SDN 1 Srowot yang berjumlah 23 peserta didik. Sumber data berasal dari guru<br />dan peserta didik. Teknik pengumpulan data dengan cara observasi, wawancara, tes dan<br />dokumentasi. Validitas data dengan triangulasi sumber dan triangulasi teknik. Analisis data<br />menggunakan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa<br />persentase ketuntasan klasikal pratindakan, siklus I yang semula yaitu 50% meningkat menjadi<br />73% dan pada siklus II menjadi meningkat ke dalam presentase 100%. Peningkatan<br />keterampilan matematika dalam materi pecahan dengan menggunakan bangun datar dengan<br />pendekatan RME yang diterapkan pada peserta didik Kelas II SD N 1 Srowot meningkat yang<br />semula pada siklus I yaitu 70 menjadi 81,5 pada siklus II dan dapat dikategorikan sangat baik.</span></td></tr></tbody></table><br /> <br /><br />

Analisis Buku Teks Pelajaran Matematika SMP ditinjau dari Literasi Matematika

AbstrakLiterasi matematika merupakan salah satu tujuan pembelajaran matematika sehingga perlu termuat dalam buku teks matematika sebagai sumber utama belajar. Penelitian ini bertujuan untuk mendeskripsikan hasil analisis soal-soal pada buku teks pelajaran matematika SMP kelas VII semester II kurikulum 2013 ditinjau dari literasi matematika. Jenis penelitian yang digunakan adalah penelitian deskriptif. Data dikumpulkan melalui teknik pengkodean, dan teknik analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa dari 408 soal yang dianalisis, terdapat 49,26% soal serupa dengan soal-soal pada PISA. Proporsi konteks didominasi oleh konteks umum dengan persentase 42,29%. Aspek proses didominasi oleh proses menggunakan konsep, fakta, prosedur, dan penalaran dengan persentase 66,17%. Selanjutnya, Level kompetensi matematika PISA didominasi oleh level 2 dengan persentase 52,74% dan level 1 dengan persentase 39,80%. Kurang dari 10% untuk level 3 sampai 6. Hal tersebut berarti bahwa soal-soal pada buku teks hanya mampu melatih peserta didik di level 2 kompetensi matematika PISA. Diperlukan sumber belajar lainnya yang dapat melengkapi kekurangan tersebut. Analysis of Mathematics Textbooks for Middle School based on Mathematics LiteracyAbstractMathematical literacy skills are one of the goals of learning mathematics, so that mathematical literacy needs to be included in mathematics textbooks as the main source of learning. The purposed study is to describe mathematical literacy in the items of a question in the 7th second-semester mathematic textbooks. This study was descriptive research. Data were collected through coding techniques. The reliability coefficient of the data is 0, 909. The results indicate that of the 408 items question, there is 49.26% that were similar to the questions on PISA. The dominant aspect of context is the societal context by 42.29%. The dominated process aspect is mathematical concepts, facts, procedures, and reasoning by 66.17%. Furthermore, the dominated PISA's mathematics competency level is level 2 by 52.74% and level 1 by 39.80%. Less than 10% for levels 3 to 6. This means that the questions in the textbook are only able to train students in level 2 PISA mathematics competence. Other learning resources are needed that can complement these shortcomings

Ethnoconstructivism analysis: Study of pedagogic mathematics competence of primary school teachers

The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research wasa descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of <br /> teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.

Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda

Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.