Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Hidayat, Riyan; Idris, Wan Izani Wan; Qudratuddarsi, Hilman; Rahman, Muhamad Nazri Abdul

doi:10.29333/ejmste/11375

Cited by 8 publications

(6 citation statements)

References 60 publications

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“…They can also gather a lot of data at once [39]. Finally, they can examine variable relationships [40].…”

Section: A Research Designmentioning

confidence: 99%

Relationship Between Computational and Critical Thinking Towards Modelling Competency Among Pre-Service Mathematics Teachers

Kannadass,

Hidayat,

Siregar

et al. 2023

TEM Journal

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Participation in modelling activities significantly facilitates the development of mathematical skills. By utilizing the concept of mathematical modelling, students may be able to develop a more grounded understanding of mathematics. The objective of this research was to explore how computational thinking and critical thinking are connected to the mathematical modelling proficiency of pre-service teachers. Correlational quantitative research was conducted on 140 pre-service mathematics teachers from the Institute of Teacher Education, Penang and the Institute of Teacher Education, Ipoh, using a correlational research design. Using cluster random sampling, the Institute of Teacher Education was selected at random. The results revealed that pre-service mathematics teachers exhibited a strong aptitude for computational and critical thinking, but demonstrated a limited level of proficiency in mathematical modelling. In terms of modelling proficiency, the results indicated a significant correlation between computational thinking and critical thinking.The findings from this research demonstrated a significant correlation between critical thinking, computational thinking, and proficiency in modelling. Therefore, computational thinking and critical thinking improve prospective mathematics teachers' modelling skills.

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“…They can also gather a lot of data at once [39]. Finally, they can examine variable relationships [40].…”

Section: A Research Designmentioning

confidence: 99%

Relationship Between Computational and Critical Thinking Towards Modelling Competency Among Pre-Service Mathematics Teachers

Kannadass,

Hidayat,

Siregar

et al. 2023

TEM Journal

View full text Add to dashboard Cite

show abstract

“…It is on this note that researchers report that such an MM approach concentrates on the algorithmic manipulation, rote learning involving mainly memorization, superficial identification of mathematical meaning and using calculative tools (Karam, 2014;Redish & Kuo, 2015). By contrast, a future MM approach should be realistic in moving from an abstract learning style together with integrating practical learning (Gallegos, 2009;Hidayat et al, 2021). In support of this, it has been suggested that realistic modelling may generate a physical interpretation that justifies the use of mathematical concepts in interpreting the model.…”

Section: Review On the Teaching And Learning Of An Antenna Theory And...mentioning

confidence: 99%

“…They will need to refocus their teaching on the need to pay attention to the meaning of MM and an epistemological model of MM. Among other emphasis, they will also need to focus on the relationship between MM and the teaching of antenna theory and design, the reasoning behind teaching about antennae and their design in line with the physical world, together with a proper understanding of the laws, principles and explanations of physical reality (Gallegoes, 2009;Hidayat et al, 2021).…”

Section: Contribution To the Literaturementioning

confidence: 99%

An empirically-based practical-realistic pedagogic mathematical model for teaching and learning of an antenna theory and design course

Fasinu

Govender

Kumar

2023

EURASIA J Math Sci Tech Ed

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Despite the professional importance attached to the antenna theory and design course, most students and some academics still see the course as difficult and not easily explained via mathematical modelling (MM) despite some mathematical concepts integrated into the teaching and learning of an antenna theory and design. Due to this challenge, some students change their courses and opt for courses with less mathematical complexity. In view of this, this paper reports the review on the teaching and learning of an antenna theory and design using MM approach, relevant theoretical models reported by other researchers, with a comparative description of these theoretical frameworks. It also offers an empirical appraisal of a practical-realistic pedagogic mathematical model for teaching and learning an antenna theory and design course (PRPMM-TLATD) as a reliable model in the universities. In achieving this, data was gathered from four scholarly academics and 12 engineering students from a university in South Africa using qualitative approach. This finding generates the following stages as reported by the participants. And these stages include antenna validation by measurement, antenna validation by simulation, analysis of an antenna mathematically, personal conceptualization of the design work, total interpretation and validation of design problem, and problem resolution by mathematization. It also confirmed that the teaching and learning the design problem, antenna parameters modelling (mathematically), describing an antenna parameters mathematically, extra-mathematical working and prerequisite courses model were followed. The result of the study confirmed that the teaching and learning of an antenna theory and design could be classified into two domains, namely, paper-based design domain and a realistic domain as gathered from the data among engineering academics and students teaching and learning MM in a university in South Africa.

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“…Rasch techniques have been used in the development and validation of several instruments that measure cognitive and affective constructs in science (Sabah et al, 2013;Sondergeld & Johnson, 2014), math education (Hidayat et al, 2021), statistics education (Teman, 2013), and other disciplines (Akour et al, 2021;Al-Thani et al, 2021;Hammouri et al, 2020). However, the Rasch model has not been used previously with SATS-36 data.…”

Section: Purpose Of the Current Studymentioning

confidence: 99%

Rasch rating scale analysis of the survey of attitudes toward statistics

Akour

2022

EURASIA J Math Sci Tech Ed

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Students in every discipline in higher education take at least one course in statistics. Therefore, it is necessary to enhance students’ understanding of statistics and their achievement in such courses by considering several factors that might contribute to this enhancement. Students’ attitudes toward statistics are a critical factor that influences their performance in statistics courses, and thus an accurate measurement of attitudes is needed. The survey of attitudes toward statistics (SATS-36) is widely used in measuring attitudes toward statistics; thus, it is important to ensure that its items accurately assess this construct. Therefore, the purpose of the current study was to validate this survey when administered to a convenience sample of 423 university students. Using the Rasch rating scale model, the current study examined the dimensionality, item fit to the Rasch model, item and person reliabilities, functionality of response categories, and distribution of the SATS-36 items along the attitudes toward statistics continuum.<br /> The findings revealed excellent item and person reliabilities (greater than 0.90) and the uni-dimensionality of the survey. Additionally, all items were closely aligned with the respondents, and the response categories were well-functioning as each category had more than 10 observations and outfit statistics were all low. However, some improvements were suggested. All items on the effect subscale and some others from different subscales need to be altered in content, deleting three items (two from the value subscale and one from the difficulty subscale) and adding more items to have a better distribution of items along the continuum. Finally, the number of response categories is recommended to be reduced to five instead of seven to have a more efficient rating scale. The findings of the current study imply that even though great care has been taken in the development of this survey, examining the quality of its items and the utility of its rating scale in new settings, and using different validation approaches is necessary.

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Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Cited by 8 publications

References 60 publications

Relationship Between Computational and Critical Thinking Towards Modelling Competency Among Pre-Service Mathematics Teachers

Relationship Between Computational and Critical Thinking Towards Modelling Competency Among Pre-Service Mathematics Teachers

An empirically-based practical-realistic pedagogic mathematical model for teaching and learning of an antenna theory and design course

Rasch rating scale analysis of the survey of attitudes toward statistics

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