HOTS in Quadratic Equations: Teaching Style Preferences and Challenges Faced by Malaysian Teachers

How, Richeal Phil Thien Kim; Zulnaidi, Hutkemri; Rahim, Suzieleez Syrene Abdul

doi:10.30935/scimath/11382

Cited by 9 publications

(11 citation statements)

References 24 publications

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“…Quadratic equation is a compulsory and important topic to be learned in secondary school mathematics as it bridges the gap between functions, polynomial derivatives, and linear equations (Kim How et al, 2022). Kim How et al (2022) argue that besides connecting with linear equations, QE is a vital branch of mathematics that is applicable in solving problems in engineering and structural design, physics, as well as in real-life modelling and word problems. According to Yeow et al (2019), QE seems to be an easy topic to learn which involves basic skills that can be applied in sports and architecture.…”

Section: Errors In Learning Mathematicsmentioning

confidence: 99%

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

2024

IJFMR

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This study determined the difficulties and errors of Grade 9 learners in solving quadratic equations, it gauged the developmental of strategic intervention material. The researcher used the descriptive-developmental research design and used the 45 Grade 9 learners as respondents. Researcher-made test was used to gather the needed data. Frequency count, percentage, and mean were the statistical tools used. The results of the study showed that Grade 9 learners performed fairly satisfactory in characterizes the roots of quadratic equation using the discriminant, describes the relationship between the coefficients and the roots of a quadratic equation, solves equations transformable to quadratic equations (including rational algebraic equations), solves problems involving quadratic equations and rational algebraic equations, illustrates quadratic inequalities, solves quadratic inequalities, and solves problems involving quadratic inequalities. Additionally, the Grade 9 learners commit more errors in the reading errors and comprehension error. Further, the developed Strategic Intervention Materials on Solving Quadratic Equation for Mathematics 9 is very highly valid. Based from the findings, the following conclusions were drawn: The Grade 9 learners often encounter reading errors when solving quadratic equations, suggesting they have trouble comprehending the problem statements. This issue highlights a fundamental barrier to their mathematical proficiency. Additionally, they face specific challenges in areas such as characterizing the roots of equations, solving equations that can be transformed, and understanding quadratic inequalities, which are critical skills for mastering quadratic equations. To address these difficulties, strategic intervention material has been shown to be highly effective. These materials provide targeted support and practice, significantly improving the learners’ abilities to solve quadratic equations and enhancing their overall mathematical competence. It is therefore recommended that teachers use effective instructional strategies, including clear explanations, diverse problem-solving approaches, and real-world examples, to improve learners’ understanding and proficiency in quadratic equations. Learners should actively participate in problem-solving activities, seek help when needed, practice regularly, and develop a strong foundation in basic skills. The use of strategic intervention materials for teaching quadratic equations in Grade 9 is advised to enhance learners’ problem-solving competencies, and they study’s finding should be discussed in school Learning Action Cell (LAC) sessions. Future research should investigate the specific causes of learners’ difficulties, explore additional interventions and instructional approaches, and examine the long-term effects on learners’ mastery of quadratic equations, as well as the potential benefits of technology integration and gamification in teaching quadratic equations.

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Section: Errors In Learning Mathematicsmentioning

confidence: 99%

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

2024

IJFMR

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“…Studies have demonstrated that most learners struggle with QE (Kim How et al, 2022;Makgakga, 2016;Tendere & Mutambara, 2020). Tendere and Mutambara (2020) point out that most learners appear to experience difficulties in solving QE by both factoring and using quadratic formula methods.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Quadratic equations are a branch of mathematics that cut across all spheres and that need to be taught and learned in secondary schools (Cahyani & Rahaju, 2019). Quadratic equations is a compulsory and important topic to be learned in secondary school mathematics as it bridges the gap between functions, polynomial derivatives, and linear equations (Kim How et al, 2022). Kim How et al (2022) argue that besides connecting with linear equations, QE is a vital branch of mathematics that is applicable in solving problems in engineering and structural design, physics, as well as in real-life modelling and word problems.…”

Section: Introductionmentioning

confidence: 99%

“…Quadratic equations is a compulsory and important topic to be learned in secondary school mathematics as it bridges the gap between functions, polynomial derivatives, and linear equations (Kim How et al, 2022). Kim How et al (2022) argue that besides connecting with linear equations, QE is a vital branch of mathematics that is applicable in solving problems in engineering and structural design, physics, as well as in real-life modelling and word problems. According to Yeow et al (2019), QE seems to be an easy topic to learn which involves basic skills that can be applied in sports and architecture.…”

Section: Introductionmentioning

confidence: 99%

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Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

Makgakga

2023

Pythagoras

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Error analysis is an instructional strategy that can assist teachers to identify learners’ areas of weakness in mathematics and that can point to remediation of those errors. This article explores the errors learners exhibit when solving quadratic equations by completing the square using Newman’s Error Analysis Model. A research study explored the errors learners exhibit when solving quadratic equations by completing the square. Newman’s Error Analysis Model provided the analytic framework for the qualitative approach that was used to explore those errors. A diagnostic test with five test items was administered to 35 learners in one secondary school in Limpopo province of South Africa. Subsequently, 12 learners whose scripts featured common mistakes were identified; these learners participated in a semi-structured interview to diagnose the errors. The findings revealed that learners commit comprehension, transformation and process errors. The findings suggest that if the errors that learners make are exposed and made explicit, the errors can be remediated and thereby enhance understanding and learning. The findings of this study indicate that for teachers to understand the types of errors learners commit when solving quadratic equations by completing the square it is vital for them (errors) to be addressed. Mathematics teachers should also consider diagnosing why learners commit those errors, as they would know the strategies to be employed to teach this topic and subsequent topics.Contribution: The findings of this article add value to the current literature by providing empirical knowledge on learner challenges when solving quadratic equations by completing the square. This study provides opportunities for mathematics teachers to focus more on the strategies that would assist learners to understand this topic.

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“…The use of teaching and learning modules is one of the suitable strategies employed to achieve this goal. Previous research has shown that using modules in the teaching and learning process can benefit students of all abilities [2]. Additionally, modules can help students solve chemistry problems more effectively and connect newly learned theory to existing insight, which can assist them in learning [3].…”

Section: Introductionmentioning

confidence: 99%

E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

Rusli,

Ibrahim,

Hanri

et al. 2024

IJERE

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<span lang="EN-US">This study aimed to identify the specifications for developing a problem-based learning </span><span lang="EN-US">e-module for chemical equilibria to increase students’ higher-order thinking skills (HOTS). A qualitative approach with a semi-structured interview involving eight participants from form six teachers in Penang was utilized. The interview results were analyzed using NVivo 12 software by dividing the transcripts into several codes based on a thematic analysis approach. Four broad themes emerged from the need analysis interviews: i) the importance of chemical equilibria; ii) problems in teaching and learning chemical equilibria; iii) teaching strategy; iv) desired improvement. The findings of this study showed that the topic of chemical equilibria in form six syllabus is an important topic for students to master. Still, it is the most challenging concept for both students and teachers. Findings of the interviews also found that teachers need an e-module integrated with problem-based learning due to the lack of teaching resources, the content of the syllabus, and the lack of students’ thinking skills. Besides, teachers suggest variegating the content, strategies, and technology to develop the modules. These findings indicate that teachers are still unsatisfied with the existing teaching materials and strategies and, therefore require an e-module to meet their needs. All themes and codes of the findings are summarized using schematic diagrams. The results of this study are essential in designing and developing the e-module integrated with problem-based learning for the topic of chemical equilibria, which can be implemented and positively increase the HOTS level among form six students.</span>

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HOTS in Quadratic Equations: Teaching Style Preferences and Challenges Faced by Malaysian Teachers

Cited by 9 publications

References 24 publications

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

Solving quadratic equations by completing the square: Applying Newman’s Error Analysis Model to analyse Grade 11 errors

E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis

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