Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya's problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students' word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students' performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students' confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics Abstrak Masalah kata Matematik adalah salah satu topik yang paling mencabar untuk belajar dan mengajar di sekolah menengah. Hal ini terutamanya terjadi di negara-negara di mana Bahasa Inggeris bukan bahasa pertama bagi majoriti rakyat, seperti di Brunei Darussalam. Para penyelidik menyatakan bahawa bahasa penguasaan yang terhad dan strategi Matematik yang terhad adalah kemungkinan punca kepada masalah ini. Walau bagaimanapun, apa-apa sebab di sebalik kesukaran yang pelajar hadapi dalam menyelesaikan masalah kata Matematik, mungkin pengajaran dan pembelajaran Matematik yang perlu diubah suai. Sebagai contoh, penggunaan four-square-and-a-diamond graphic organizer yang menerapkan kemahiran lukisan model; dan menyelesaikan masalah prinsip Polya, untuk menyelesaikan masalah kata Matematik boleh menjadi sebahagian daripada strategi yang dapat membantu dalam meningkatkan pelajar kemahiran menyelesaikan masalah kata. Kajian ini, melalui analisis kuantitatif mendapati bahawa penggunaan pengurusan graphic organizer meningkatkan prestasi pelajar dari segi pengetahuan Matematik, strategi Matematik dan penjelasan matematik dalam menyelesaikan masalah perkataan. Analisis kualitatif lanjut mendapati bahawa penggunaan graphic organizer meningkatkan tahap keyakinan pelajar dan sikap positif ke arah menyelesaikan masalah kata.

Purpose The purpose of this study is to analyze the use of feedback to students by a primary teacher teaching the science topic “Life Cycle” in a Year 5 bilingual Bruneian science classroom. Design/methodology/approach This study used a discourse analysis of one primary science teacher’s use of feedback to his students when teaching the topic “Life Cycle.” The participant was a male primary science teacher who taught a Year 5 science class in one of the government schools in the Brunei-Muara district. Direct observations and video recordings of the teacher’s three consecutive lessons on the topic “Life Cycle” were collected. The transcripts were developed from the teacher–student interactions in the three lessons. The “Questioning-based Discourse” approach (Chin, 2006) was used to analyze the different types of feedback, and the students’ cognitive processes that emerged from the lesson transcripts. The frequencies of the feedback and students’ cognitive processes were calculated using percentages. Findings The findings from the three lesson observations indicate that the teacher’s feedback showed a range of strategies which consisted mostly of accepting students’ answers and feedback to elicit, to focus, to probe, to clarify and to extend, respectively. The findings also reveal that the cognitive processes of the students ranged from recalling, predicting, hypothesizing, evaluating and explaining. The analysis shows that the teacher only practiced low-level questioning and the feedback given to the students was mostly for accepting the students’ answers rather than challenging students’ ideas. Practical implications The findings reported in this study provide useful insights into the importance of teacher–student interactions in the teaching and learning of science. The “Questioning-based Discourse” analytical framework is worthwhile to analyze the science teacher’s talk and consequently to improve teachers” skills in giving feedback that fosters productive students’ responses. Originality/value This paper highlights the need for science teachers to analyze their classroom talk and it recommends how to give useful feedback to students to promote higher cognitive processes amongst students. Brunei has been described as a country where there is a linguistic divide determined by the quality of the school that a student attends (Deterding and Salbrina, 2013). Improving the quality of interaction between teacher and students in such circumstances is essential.

Kertas kerja ini memberi tumpuan kepada pelajaran matematik menengah yang terpadu penulisan jurnal dengan penggunaan cara strategi pedagogi writing-to-learn. Penyelidikan ini telah dijalankan bagi meneliti pengaruh penulisan jurnal pada pencapaian matematik pelajar menengah Tahun 10. Satu kajian penelitian tindakan yang membabitkan dua kitaran dan 35 pelajar dari dua kelas di salah satu sekolah menengah di Brunei Darussalam telah dijalankan. Analisis data ini diperoleh dari skor pre-test dan post-test ujian pelajar dan catatan jurnal mereka. Hasil kajian menunjukkan bahawa walaupun skor catatan jurnal pelajar adalah tinggi, ini belum tentu mengartikan peningkatan dalam prestasi matematik mereka. Selanjutnya, faktor-faktor lain seperti kerja kelas dan kerja rumah yang diberikan semasa dan selepas pengajaran mungkin turut menyumbang kepada pencapaian matematik pelajar.

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