UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :QA Mathematics
Main Author :Noor Akmar Azlan
Title :Kesesuaian aras soalan Matematik tingkatan empat berdasarkan Taksonomi Bloom bagi menggalakkan komunikasi efektif dan produktif
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2018
Notes :Pedagogi
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk menentukan aras soalan Matematik tingkatan empat yang bersesuaian berdasarkan Taksonomi Bloom dalam menggalakkan murid berkomunikasi secara efektif dan produktif. Kajian kualitatif ini melibatkan tiga orang murid tingkatan empat di sebuah sekolah di daerah Seremban. Kaedah pemerhatian melalui rakaman video merupakan kaedah utama bagi pengumpulan data primer. Nota lapangan dan hasil kerja murid juga diambil kira sebagai data sekunder bagi melengkapkan data video. Data video dianalisis dengan menggunakan model wacana Sfard dan Kieran. Dapatan kajian menunjukkan bahawa aras soalan berdasarkan Taksonomi Bloom memainkan peranan yang penting dalam menggalakkan komunikasi antara murid. Dua kategori komunikasi dikenal pasti. Kategori pertama melibatkan aras aplikasi dan analisis di mana murid terlibat secara efektif dan produktif dalam komunikasi matematik ketika berinteraksi sesame mereka. Sebaliknya kategori kedua melibatkan aras pengetahuan dan kefahaman di mana murid tidak terlibat dalam komunikasi matematik semasa berinteraksi sesame mereka. Kesimpulannya, aras soalan aplikasi dan analisis akan dapat menggalakkan komunikasi efektif dan produktif dalam pengajaran dan pembelajaran Matematik. Implikasinya, penggunaan aras soalan aplikasi dan analisis amat penting dalam membentuk murid untuk berkomunikasi secara efektif dan produktif sewaktu pembelajaran Matematik dalam bilik darjah.

References

Asikin. M. (2001). Realistic Mathematics Education (RME) : Paradigma baru

pembelajaran matematika. Makalah (Online). Tersedia : //http:www.eduksionline.

info/ (20 Januari 2012).

 

Ahmad Esa, Baharom Mohamad, Jamaluddin Hashim, Mohd Yusop Ab Hadi &

Sarebah Warman. (2009). Komunikasi dalam matematik di kalangan kanakkanak.

Persidangan Kebangsaan Pendidikan Sains dan Teknologi, UTHM.

 

Andreas Ryve. (2006). Approaching Mathematical Discourse : Two analytical

framework and their relation to problem solving interactions. Malardalen

University Press Dissertations : No. 30.

 

Artzt, A. F. & Armour Thomas, E. (1999). A cognitive model for examining teachers’

instructional practice in mathematics : a guide for facilitating teacher

reflection. Educational Studies in Mathematics, 40 (3), 211-235.

 

Aziz Naim. (2002). Pendekatan bahasa murid dalam pengajaran dan pembelajaran

matematik. Berita Matematik, 51, 2-8.

 

Aziz Omar, Sabri Ahmad & Tengku Zawawi Tengku Zainal. (2006). Isu-isu dalam

pendidikan matematik. Kuala Lumpur. Utusan Publications & Distributions

Sdn Bhd.

 

Barwell, R. (2005). Integrating language and content : Issues from the mathematics

classroom. Linguistics and Education, 16(2), 205- 218.

 

Brenner, M.E. (1994). A communication framework for mathematics : exemplary

instruction for culturally different students. Language & learning : Education

linguistics diverse students. Albany:SUNY Press.

 

Bloom, B. B.,Masia, B. B. & Krathwohl, D. (1964). Taxanomy of educational

objectives: the cognitive domain. New York: David McKay Company Inc.

 

Bogdan, R. C. & Biklen, S. K. (1982). Qualitative Research for Education : An

Introduction to Theory and Methods. Boston : Allyn and Bacon.

 

Bottorff, J. L. (1994). Using videotaped recordings in qualitative research. In Moise, J

(Ed), Critical issues in qualitative research methods, (pp. 244-261). Thousand

Oaks, CA : Sage Publications.

 

Catherine, C. Stein. (2007). Promoting mathematical discourse in the classroom.

Mathematics Teacher (NCTM). Vol. 101, No 4.

 

Catherine D. Bruce. (2007). Student interaction in the math classroom : stealing ideas

or building understanding. Research Monograph. Ontorio.

 

Catherine Marshall & Gretchen B. Rossman. (1995). Designing Qualitative Reseacrh.

Sage Publications : 2???? Edition.

 

Chazan, D. (2000). Beyond formulas in mathematics and teaching : Dynamics of the

high school algebra classroom. New York, NY : Teachers College Press.

 

Cheah, U. H. (2007). Conceptualizing a framework for mathematics communication

in Malaysia primary schools. Third APEC – Tsukuba International Conference

: Innovation of classroom teaching and learning through lesson study- focusing

on mathematical communication, Tokyo and Kanazawa, Japan, 1-8.

 

Clement, M. A. (1999). Language aspects of mathematical modelling in primary

school. Proceedings of the Fourth Annual Conference of the Department of

Science and Mathematics Education. Gadong : ETC Universiti Brunei

Darussalam.

 

Cobb, P. & Whitenack, J. W. (1996). A method for conducting longitudinal analyses

of classroom video recordings and transcripts. Educational Studies in

Mathematics, 30 (3), 213-228.

 

David Clarke & Peter Sullivan. (1991). Communication in the classroom: The

importance of good questioning. Deakin University.

 

David Tall & Mohamad Rashidi Razali. (1991). Diagnosing students’ difficulties in

learning mathematics. Coventry : University of Warwick.

 

Gagne, R. (1985). The Conditions Of Learning (4th ed.). New York : Holt, Rinehart &

Winston.

 

Garofalo, J. & Lester, F. K. (1985). Metacognition, cognitive monitoring and

mathematical performance. Journal for Research in Mathematics Education.

16(3). 163- 176.

 

Gizem Karnali. (2011). An enaluative calculus project : Applying Bloom’s Taxonomy

to the calculus classroom. PRIMUS, 21(8), 721-733. Taylor & Francis Group.

 

Good, T. L. (1988). Obseravtional research grounding theory in classrooms.

Educational Psychologist, 23(4), 375-379.

 

Griffee, D. T. (2005). Research tips : Classroom observation data collection, part II.

Journal of Development Education, 29(2), 36-37.

 

Hatano, G. & Inagaki, K. (1991). Sharing cognition through collective comprehension

activity. In L. Resnick, J. Levine & S. Teasley (Eds.). Perspective on socially

shared cognition. (331-348). Washington, DC : American Psychological

Association.

 

Harold, L. Scheon. (2003). Teaching mathematics through problem solving : grades 6-

12. National Council of Teachers of Mathematics.

 

Hufferd-Ackles, K., Fuson, K. & Sherin, M. G. (2004). Describing levels and

components of a maths-talk community. Journal for Research in Mathematics

Education, 35. 81-116.

 

Johari Hassan & Norsuriani Ab Aziz. (n.d). Faktor-faktor yang mempengaruhi minat

terhadap matematik di kalangan pelajar sekolah menengah. Fakulti

Pendidikan, UTM.

 

Johnston, J. S. (2009). What does the skill of observation look like in a young children?

International Journal of Science Education, 31(18), 2511-2525.

 

John R. Kirby & N. H. Williams. (1991). Learning Problems : A cognitive approach .

Kagan & Woo Ltd (1768).

 

Jonathan Wolff. (2009). Cognitive Disability In A Society of Equals. Volume 40 Issue

3-4. September 2009.

 

Jorgensen, Danny L. (1989). Participant Observation: A Methodology for Human

Studies, Newbury Park, CA : Sage Publications.

 

Kamaludin Ahmad. (1996). Modul Pengajaran Matematik Sekolah Rendah

:Pengajaran Pemusatan Murid dan Berasaskan Konstruktivisme. Maktab

Perguruan Mohd Khalid, Johor Bharu.

 

Karnowski & Cramer. (1995). The informal language in respecting mathematics idea.

Teaching Childrens Mathematics. NCTM. VOL 1. No. 6 (332- 335).

 

Kathleen Cotton. (n.d). Classroom questioning . North West Regional Educational

Laboratory.

 

Kementerian Pendidikan Malaysia. (2013). Dimuat turun daripada

http://buletinkpm.blogspot.my/2012_04_01_archivE.html.

 

Keri Witherell. (2010). Communication of mathematics within cooperative learning

groups. Action research project report. (MAT Degree, University of Nebraska-

Lincoln, 2004).

 

Khalid, M. & Tengah, M. K. A. (2007). Communication in mathematics : th role of

language and its consequences for English as second language students. Third

APEC-Tsukuba International Conference : Innovation of classroom teaching

and learning through lesson study- focusing on mathematical communication,

Tokyo and Kanazawa, Japan, 1-8.

 

Kimberly Hirscfeld-Cotton. (2008). Mathematical communication, conseptual

understanding and students’ attitudes toward mathematics .Action Research

Project Report. (MATT Degree, University of Nebraska-Lincoln, 2008)

 

Kieran, C. (2001). The mathematical discourse of 13-year-old partnered problem

solving and its relation to the mathematics that emerges. Educational Studies

In Mathematics. 46(1-3), 187-228.

 

Krulik, S. (1995). Problem solving in school mathematics . Reston: The National

Council of Teachers of Mathematics.

 

Lampert, M. (1989). Choosing and using mathematical tools in classroom discourse.

Advances in research on teaching (Vol. 1, pp, 223- 264). Greenwich, CT : JAI

Press.

 

Lau, P. N., Singh, P. & Hwa, T. Y. (2009). Constructing mathematics in interactive

classroom context. Educational Studies in Mathematics.72 (3), 307-324.

Levels & Types of Questions. (2006). Instructional Development : Center For

Teaching Excellence, daripada

http://www.oir.uiuc.edu/Did/does/QUESTION/quest1.html.

 

Lim, C. S. & Lourdusamy, A. (2001). Factors affecting students’ abilities to solve

operational and word problems in mathematics. Journal of Science and

Mathematics Education in Southeast Asia, 24(1), 84-95.

 

Lim, C. S. & Chew, C. M. (2007). Mathematical communication in malaysian

bilingual classrooms. Third APEC – Tsukuba International Conference :

Innovation of classroom teaching and learning through lesson study-focusing

on mathematical communication, Tokyo & Kanazawa, Japan, 1-7.

 

Lindsey Shorser. (n.d). Blomm’s taxonomy interpreted for mathematics, from

www.coun.uvie.ca/learning/exams/blooms-taxonomy.html

Mack, N., Woodsong, C., Macqueen, K. M., Guest, G. & Naney, E. (2005). Qualitative

Research Methods: A data collector’s field guide. Family Health International,

North Carolina , USa.

 

Maimun, A. L. (2010). The Effectiveness of Strategies And Techniques In Teaching

And Learning Islamic Education. International Conference on Education and

Educational Technologies, 218-223.

 

Maher, C. A. (2002). How students structure their own investigations and educate us:

What we have learned from a fourteen year study. In A.D Cockburn & E. Nardi

(Eds.).Proceedings of the Twenty-sixth Annual Meeting of the International

Group for the Psychology of Mathematics Education (PME26). University of

East Anglia.

 

Mansor Ahmad Saman, Razali Mohamad & Shawaludin Anis. (1984). Pengantar

komunikasi. Penerbit USM. Pengajian Ilmu Kemanusiaan.

 

Mariana M. Petkova. (2009). Classroom discourse and teacher talk influences on

English Lamguage learner students’ mathematics experiences. Graduate

School Thesis and Dissertations, University of South Florida.

 

Mary E. Brenner. (1998). Development of mathematical communication in problem

solving groups by language minority students. Bilingual Research

Journal.22:2, 3-4, Spring, Summer & Fall.

 

Martin, L. C. (1999). The nature of the folding back phenomenon within the Pirie-

Kieran theory for the growth of mathrematical understanding and the

associated implications for teachers and learners of mathematics. Unpublished

doctoral dissertation, University of Oxford, UK.

 

Merriam, S. B. (1998). Qualitative research and case study applications in education.

San Francisco: Jossey- Bass.

 

Ministry of Education Malaysia (MOE). (2003). Mathematics for Integrated

Curriculum for Secondary School : Curriculum specification Form 2. KL:

Curriculum Development Centre.

 

Mohd Faizal Nizam Lee Abdullah & Paola Iannone. (2010). Analysis of classroom

interaction from the combined view of self-regulating strategies and discourse

analysis : What can we learn?.Proceedings of the British Congress For

Mathematics Education.

 

Mok Soon Sang. (1996). Pedagogi 2 : Perlaksanaan Pengajaran. Subang Jaya,

Selangor : Kumpulan Budiman Sdn. Bhd.

 

Mohamad Najib Abdul Ghafar. (1999). Penyelidikan Pendidikan Skudai: Penerbitan

Universiti Teknologi Malaysia.

 

Morgan, J. C. & Schreiber, J. E. (1969). How to ask questions. Washington, DC.

National Council for the Social Studies. (ERIC Document No. ED033887).

 

Muhammad Yusof Arshad & Fatimah Zaharah Seman. (2011). Analisis item soalan

matematik Sijil Pelajaran Malaysia tahun 2003- 2006 mengikut domain

kognitif Taksonomi Bloom. Journal of Science & Mathematics Educational ,

Volume 2, 39-50. Fakulti Pendidikan, UTM.

 

National Council of Teachers of Mathematics. (1991). Professional standards for

teaching mathematics. Reston, VA : NCTM.

 

National Council of Teachers of Mathematics. (2000). Principles and standards for

school mathematics. Reston, VA : NCTM.

 

National Research Council. (2001). Communication in math. From

www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID

 

Newman, A. (1997). Strategies for Diagnosis and Remediation. Sydney: Harcourt

Brace Jovanich.

 

Noraini Idris. (1999). Linguistics Aspects of Mathematics Education. Gadong : ETC

University Brunie Darussalam.

 

Noor Shah Saad. (2005). Pengajaran Matematik Sekolah Rendah & Menengah : Teori

dan Pengkaedahan. Petaling Jaya : Harmoni Publication & Distributions Sdn

Bhd.

 

OECD. (2004). OECD of Principles of Corporate Governance. Organisation For

Economic Co-Operation and Software :1987-1996.

 

Ong, S. L. & Yoong, S. (2003). Membanding dimensionality ujian masalah berayat

matematik. Second International Conference on Measurement and Evaluation

in Education (ICMEE), 341-353. Universiti Sains Malaysia, Pulau Pinang.

 

Ontario . (2007). Asking effective questions. Capacity Building Series. Special edition

#21

 

Ontario. (2010). Communication in the mathematics classroom. Capacity B uilding

Series. Special Edition #13.

 

Pressini, D. & Bassett, J. (1996). Mathematical communication in students’ responses

to a performance assessment task. In P.C. Elliot and M. J. Kenney (Eds.), 1996

yearbook: Communication in mathematics K-12 and beyond. (pp. 20-28).

Reston (VA):NCTM.

 

Perry, N. E. (2002). Intruduction: using qualitative methods to enrich understandings

of self-regulated learning. Educational Psychologist, 37(1), 1-3.

 

Phillip, L. Groisser. (1994). How to use the Fine Art of Questioning. Teachers Parctical

Press. Prentice-Hall, Eaglewood Cliffs, N.J.

 

Pusat Perkembangan Kurikulum, KPM. (1992). Amalan yang berkesan untuk

meningkatkan prestasi dalam matematik di sekolah menengah. Keadaan masa

kini (satu saranan untuk tindakan sekolah).

 

Pusat Perkembangan Kurikulum. (2001). Mathematics for intergrated curriculum for

secondary school : Curriculum Specification Form 2, KL : Curriculum

Development Centre.

 

Pirie, S. E. B. (1996a). Classroom video-recording: when, why and how does it offer

valuable data source for qualitative research? Proceedings of the 16th Annual

Meeting of the North America Chapter of the International Group for the

Psychology of Mathematics Education. Panama City, Panama.

 

Pimm, D. (1996). Diverse Communication. In P.C Elliot, (Ed.) 1996 yearbook :

Communication in mathematics , K-12 and beyond, (pp. 11-19). Reston, VA:

NCTM.

 

Powell, A. B., Francisco, J. M. & Maher, C. A. (2003). An analytical model for

studying the development of learners’ mathematical ideas and reasoning using

videotape data. Journal of mathematics behavior, 22(4), 405-435.

 

Ryve, A. (2004). Can collaborative concept mapping create mathematically

productive discourses? Educational Studies in Mathematics. 56(2/3), 157-177.

 

Ryve, A. (2006).Making explicit the analysis of students’ mathematical discourserevisiting

a newly developed methodological framework. Educational Studies

in Mathematics. 62(2), 191-209.

 

Rachelle Mayo. (2007). Connection between communication and math abilities.

Summative Projects for MA Degree. University of Nebraska-Lincoln.

 

Ramli Mohamad. (1984). Komunikasi Asas. Kuala Lumpur. Dewan Bahasa & Pustaka.

Redfield, D. L. & Rousseau, E. W. (1981). A meta-analysis of experimental research

on teacher questioning behavior. Review of Educational Research, 51(1), 237-

245.

 

Sutton, C. (1999). Communication in the Classroom. Hodder and Stoughton, London.

 

Schoenfeld, A. H. (2002). Research Methods in (mathematics) education. In L. D.

English (Ed.), Handbook of International research in mathematics education.

(pp. 435-487). NJ: Lawrence Erlbaum.

 

Sfard, A. (2001). There is more to discourse than meets the ears : looking at thinking

as communication to learn more about mathematical learning. Educational

Studies in Mathematics, 46(1-3), 13-57.

 

Sfard, A. (2008). Thinking as communicating : Human development, the growth of

discourses and mathematizing. New York : Cambridge University Press.

 

Sfard, A, & Kieran, C. (2001). Cognition as communication : rethinking learning-bytalking

through multi-faceted analysis of students’ mathematical interactions.

Mind, Culture and Activity, 8(1), 42-76.

 

Schuck, S. & Keaney, M. (2004). Digital video as a tool in research projects:zooming

in on current issues. In L. Cantoni & C. Mcloughlin (Eds.), Proceedings of Ed-

Media 2004 World Conference on Educational Multimedia, Hypermedia and

Telecommunications, (pp.2085-2092).

 

Spradely, J. P. (1986). In Borg, W.R. and Gall, M. D. (1989). Educational Research:

An Introduction Sth Edn. New York : Longman.

 

Stipek, D., Salmon, J. M., Givvin, K. B., Kazemi, E., Saxe, G. & Macgyvers, V. L.

(1998). The value of practices discovering emotion:113 suggestedly

motivation researched promoted by mathematics education reformers. Journal

for research in mathematics education, 29, 465-488.

 

Sullivan, P., Clarke, DJ. & Wallbridge, M. (1991). Problem solving with conventional

mathematics content : Responses of pupils to open mathematical tasks,

Mathematics Teaching and Learning Centre Report No.1.

 

Szetela, W. & Nicol, C. (1992). Evaluating problem-solving in mathematics.

Educational Leadership, 49(8), 42-45.

 

Turner, J. C. (2002). The classroom environment and students’ reports of avoidance

strategies in mathematics :A multi-method study. Journal of Educational

Psychology, 94, 88-106.

 

Wilen, W.W. (2001). Exploring myths about teacher questioning in the social studies

classroom. The Social Studies, 92(1), 26-32.

 

Siegel, M. & Judith. (1998). Supporting students’ mathematical inquiries through

reading. Journal for Research in Mathematics Education, 29(4), 378-388.

Suyitno Amin. (2004). Dasar-dasar dan Proses Pembelajaran Matematika I.

Semarang : FMIPA UNNES.

 

Tran Vui. (2006). Enhancing classroom communication to develop students’

mathematical thinking. Universiti Hue, Vitenam.

 

Utari Sumarmo. (2004). Kemandirian Belajar : Apa, Mengapa dan Bagaimana

Dikembangkan Pada Peserta Didik. Seminar Pendidikan Matematika. Vol. 8.

 

Zaharah Hussin. (2014). Komunikasi dalam penyelesaian masalah matematik dalam

kalangan murid tingkatan empat. Tesis. Dr. Fal, Universiti Sains Malaysia.


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)