The Application of Entrepreneurial Elements in Mathematics Teaching: Challenges for Primary School Mathematics Teachers

Mahmud, Muhammad Sofwan; Maat, Siti Mistima; Rosli, Roslinda; Sulaiman, Nur Ainil; Mohamed, Shahrul Badriyah

doi:10.3389/fpsyg.2022.753561

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…This action is also in line with the excellent teaching and facilitation of mathematics proposal in the Curriculum and Assessment Standards Document revised KSSR Mathematics Year 4 ( Curriculum Development Division, 2019 ), stating that teaching activities should be carefully planned by the teachers and combine a variety of approaches that allow the students not only to understand the content in depth but also to think at a higher level. Therefore, a teacher needs to ensure that this teaching approach is applied when teaching sentence-based mathematics problem-solving skills so then the students can learn sentence-based mathematics problem-solving teaching skills in a more fun, meaningful, and challenging environment ( Mahmud et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Challenges of teachers when teaching sentence-based mathematics problem-solving skills

Ling

Mahmud

2023

Front. Psychol.

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Sentence-based mathematics problem-solving skills are essential as the skills can improve the ability to deal with various mathematical problems in daily life, increase the imagination, develop creativity, and develop an individual’s comprehension skills. However, mastery of these skills among students is still unsatisfactory because students often find it difficult to understand mathematical problems in verse, are weak at planning the correct solution strategy, and often make mistakes in their calculations. This study was conducted to identify the challenges that mathematics teachers face when teaching sentence-based mathematics problem-solving skills and the approaches used to address these challenges. This study was conducted qualitatively in the form of a case study. The data were collected through observations and interviews with two respondents who teach mathematics to year four students in a Chinese national primary school in Kuala Lumpur. This study shows that the teachers have faced three challenges, specifically low mastery skills among the students, insufficient teaching time, and a lack of ICT infrastructure. The teachers addressed these challenges with creativity and enthusiasm to diversify the teaching approaches to face the challenges and develop interest and skills as part of solving sentence-based mathematics problems among year four students. These findings allow mathematics teachers to understand the challenges faced while teaching sentence-based mathematics problem solving in depth as part of delivering quality education for every student. Nevertheless, further studies involving many respondents are needed to understand the problems and challenges of different situations and approaches that can be used when teaching sentence-based mathematics problem-solving skills.

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Section: Discussionmentioning

confidence: 99%

Challenges of teachers when teaching sentence-based mathematics problem-solving skills

Ling

Mahmud

2023

Front. Psychol.

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“…The user-centered design allows the learning experiences to be psychologically accessible, not just physically. It also reflects the student's cognitive knowledge and socioemotional profile besides how their unique psychological attributes relate to the environment and pedagogical framework (Mahmud et al, 2022 ). However, it permits taking into account the fact that every student has unique needs that must be taken into consideration (Hernández-lara and Serradell-lopez, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review

Hui

Mahmud

2023

Front. Psychol.

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IntroductionGame-based learning (GBL) is one of the modern trends in education in the 21st century. Numerous research studies have been carried out to investigate the influence of teaching on the students' academic attainment. It is crucial to integrate the cognitive and affective domains into teaching and learning strategies. This study aims to review journal articles from 2018 to 2022 concerning the influence of GBL in mathematics T&L on the students' cognitive and affective domains.MethodsA research methodology based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used for the survey on the basis of the Scopus and Web of Science (WOS) databases wherein 773 articles relating to game-based learning (GBL) in mathematics were discovered. Based on the study topic, study design, study technique, and analysis, only 28 open-access articles were chosen for further evaluation. Two types of cognitive domain and five types of affective domain were identified as related to the implications of GBL on the students' T&L of mathematics.ResultsThe study results show that GBL has positively impacted students when they are learning mathematics. It is comprised of two types of cognitive domain (knowledge and mathematical skills) and five types of affective domain (achievement, attitude, motivation, interest, and engagement). The findings of this study are anticipated to encourage educators in the classrooms more effectively.DiscussionGBL in education is now one of the major learning trends of the 21st century. Since 2019, the number of studies relating to game-based learning has increased. There is an influence on the cognitive and affective domains due to T&L Mathematics utilizing a game-based learning (GBL) approach.

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“…The COVID-19 pandemic has forced the world of education to make maximum use of technology in the delayed learning process. Learning in mathematics that utilizes technological advances in the form of online learning can facilitate teachers and students simultaneously in delivering and obtaining subject matter (Chai et al, 2013;Bertram, 2020;Reddy et al, 2021;Mahmud et al, 2022;Su et al, 2022). One of the uses of online learning media that is currently in great demand by various groups is the use of Android on smartphones (mobile).…”

Section: Introductionmentioning

confidence: 99%

How can android-based trigonometry learning improve the math learning process?

Hidayat

Rohaeti²,

Hamidah³

et al. 2023

Front. Educ.

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Using ICT-based interactive learning media is a learning method that strongly supports the teaching and learning process for students and teachers during the COVID-19 pandemic. This ICT-based learning media must be easily accessible to teachers and students, and one of the interactive media that is easily accessible is android-based learning media. This development research aims to design android-based learning media on valid trigonometric material and improve students’ mathematical critical thinking skills. This development research using the ADDIE model took 121 Ipeople consisting of expert validators, user (teacher), and students. The expert validators consisted of one mathematics education material expert and one ICT expert. Meanwhile, user represented by one mathematics teacher were involved in validating the use of the media design. In addition, there were participants from among students, which included 118 class X high school students throughout the Province of West Java, Indonesia, who took part in a limited trial phase of 20 people, an extensive trial of 50 people, and a product trial of 48 people. A sample of 118 students came from high school in the medium cluster. So, the reason for taking the sample represents the condition of students both on the island of Java and in Indonesia. The results showed that the developed android-based learning media was valid and could be used without revision with a combined percentage of 87.33%, with details of material experts at 84%, media experts at 92%, and validation by mathematics teachers at 86%. The results of the practicality test on students of 81% showed that the Android-based learning media design had a strong response, so the learning media made were very practical to use. The product test results show that the achievement of mathematical critical thinking skills of students who learn to use android-based learning media is better than those who learn not to use android-based learning media.

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The Application of Entrepreneurial Elements in Mathematics Teaching: Challenges for Primary School Mathematics Teachers

Cited by 7 publications

References 17 publications

Challenges of teachers when teaching sentence-based mathematics problem-solving skills

Challenges of teachers when teaching sentence-based mathematics problem-solving skills

Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review

How can android-based trigonometry learning improve the math learning process?

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