CoSMEd 2013 Penang, Malaysia

Fifth International Conference on Science and Mathematics Education

CoSMEd 2013 Penang, Malaysia 11 – 14 November 2013 SEAMEO RECSAM Jalan Sultan Azlan Shah, Gelugor, Penang, Malaysia Tel: +6 (04) 6522700 Fax: +6 (04) 6522737 Email: [email protected] or [email protected] Website: http://www.recsam.edu.my/cosmed/index.html

Content 1.

Keynote Papers

2.

Plenary Papers

3.

Symposium  Climate Change Education  Learning Science Beyond Classroom  Lesson Study

4.

Classroom Practitioner  Classroom – Mathematics  Classroom - Science

5.

Mathematics Education Papers

6.

Science Education Papers

7.

Poster Presentation

8.

Workshop

Keynote Papers No.

Author(s)

Title

Paper Type

1.

Richard GUNSTONE

[School] Science, The Learner and the Twenty-First Century: What Science? What Learning?

Full Paper

2.

Jeremy KILPATRICK

Developments in Upper Secondary School Mathematics around the World

Full Paper

Plenary Papers No.

Author(s)

Title

Paper Type

1.

Berinderjeet KAUR

What Can We Learn from International Assessments such as TIMSS and PISA?

Full Paper

2.

AZIAN T. S. Abdullah

Can Malaysia Achieve the Top One-third Ranking among Countries for TIMSS and PISA by 2025?

Abstract

3.

Allan Leslie WHITE

Recipes For Success: Essential Ingredients For Good Mathematics Teachers And Teaching

4.

ROZHAN M. Idrus

The Assistive Role of Technology – No Shortcuts to Good Teaching and Learning

Full Paper Abstract

Symposium No.

Author(s)

Title

Paper Type

a) Climate Change Education 1.

CHIN Chee Keong MAGESWARY Karpudewan

Improving Water Cycle Education through Water Cycle Role-Play

Full Paper

2. 3. 4.

5.

6.

7.

8.

CHANG Fui Seng Mageswary KARPUDEWAN Zurida ISMAIL

Jamunah PONNIAH Mageswary KARPUDEWAN KASTURI Chandrakesan Mageswary KARPUDEWAN Zurida ISMAIL MOHD NOR SYAHRIR Abdullah

Mageswary KARPUDEWAN Zurida ISMAIL MOHD YAHYA FADZLI Jusoh Mageswary KARPUDEWAN Zurida ISMAIL Sheila SHAMUGANATHAN Mageswary KARPUDEWAN Tshelthrim Pelzang Suchai Nopparatjamjomras Thasaneeya Ratanaroutai Nopparatjamjomras

Students‟ Understanding about Greenhouse Effect, Global Warming and Climate Change

Full Paper

Lower Secondary Students‟ Level of Energy Literacy

Full Paper

Employing Climate Change Activities to Remediate Misconceptions Related to Climate Change Issues among Secondary School Students

Full Paper

The Effect of Climate Change Activities in Promoting Primary Schools Students‟ Attitude towards the Environment

Full Paper

Climate Change Activities Changes the Pre Service Teachers‟ Belief and Willingness to Act

Full Paper

Modeling Environmental Literacy of Pre University Students

Full Paper

Enhancing Grade 10 Bhutanese Students‟ Understanding of DNA and Chromosome Structure Concepts

Full Paper

b) Learning Science Beyond Classroom

9.

10.

Dominador Dizon MANGAO NG Khar Thoe FOO Lay Kuan DEVADASON Robert Peter CHEAH Ui Hock BAHARULNIZAM Baharum Julito Contado ALIGAEN Warabhorn PREECHAPORN Coral CAMPBELL

The Role of Regional Training Centre in Response to Call for Empowering Students in Experiential Science and Mathematics Learning

Appropriate Learning Environment for the 21st Century

Brief Paper

Abstract

11.

12.

13.

14.

Ian ROBOTOM Hazura AB BAKAR Nurul Fatini JAAFAR Hon-Yew CHONG AHMAD Nur Jahan NG Khar Thoe Abdul-Talib CORRIENNA SHAMSIR Jemain Suma PARAHAKARAN TEH Kim Hong AB BAKAR Hazura NG Khar Thoe SOON Seng Thah KIM Phaik Lah Linda TOH LAY Yoon Fah TEH Kim Hong FONG Soon Fook LEE Shok Mee

Analysis of the Performance of the First Malaysian Astronomy Olympiad

Brief Paper

The Roles of Tertiary Institutions, Governmental and Non-Governmental Organizations In Response to Call for Empowering Students in Values-Based Experiential Learning

Full Paper

Value-added Science Problem-based Learning Beyond the Classroom with ePortals Support: Evidence of its Effects on Secondary School Students‟ Enhanced Motivation

Full Paper

Dramatised Environmental Issues: Empathetic Learning Beyond the Classroom

Full Paper

c) Lesson Study 15.

Dominador D. MANGAO

16.

FOO Lay Kuan

17.

KOAY Suan See

18.

LEE Shok Mee

19.

Marmon A. PAGUNSAN

20.

Parvinder Singh s/o Amar Singh

Science Lesson Study Project: Student Participation Lesson Study for Improving Science Classroom Instructional Practices: The RECSAM Experience Lesson Study: A Way to Improve Time Management and Contents of Science Lessons Strengthening Collegial Collaboration and Improving Classroom Instructional Practices through Lesson Study Teachers‟ Questions and Answers: An Essential Element in Strengthening Science Process Skills of Making Inferences through Lesson Study Lesson Study: Making Inferences in Science Learning Activities

Brief Paper Brief Paper Brief Paper Brief Paper Abstract Brief Paper

21.

Lesson Study: Teaching and Learning Approaches, Techniques and Student Centred Activities in Science Lessons

Yeoh Poh Choo

Brief Paper

Classroom Practitioner No.

Author(s):

Title

Theme

Paper Type

Improving Engineering Students‟ Performance in Higher Mathematics Subjects at the University of Eastern Philippines, Catarman, Northern Samar Philippines, through Screening Examination

Assessment

Brief Paper

Improve the Ability of Pupils in Doing Lesson Summary by Using Bansho

Assessment

Brief Paper

The Use of “Penta-Btoss” Chart to Improve Year Five Pupils‟ Problem Solving Skills in Dealing with Mathematics Word Problems

Assessment

Brief Paper

Mudah 10

Assessment

Brief Paper

Assessment

Brief Paper

Curriculum

Brief Paper

Learning Environment

Brief Paper

Innovative Learners

BriefPaper

Technology

Brief Paper

Technology

Brief Paper

a) Classroom for Mathematics 1.

2.

3.

4. 5. 6.

Benjamin Dy VARELA CHEH Hui Yi NurulHidayah Lucy ABDULLAH LEE Kooi Peng NurulHidayah Lucy ABDULLAH Soon Ee LIM Mohamed Akbar NAZARDIN Ing Chian SOH Rosmawati MUSA TAN Phei Ling LIM Chap Sam

7.

CHEW Hock Hin

8.

DING Hong Eng

9.

Drew K. ISHII

10.

KHOR Got Hun

Using “Story and Music Mnemonic Instruction” to Teach Multiplication and Division Algorithm Process Preparing Secondary Pupils for Disaster Awareness through a Statistics Lesson The Use of Teleangularmeter in the Teaching and Learning of Mathematics Enhancing Higher Order Thinking Skills and Soft Skills through Project Work in Additional Mathematics Introducing Three-Dimensional Coordinate Systems Dynamic Learning the Graph of Quadratic Function Improves Understanding

11. 12.

Surat INTASANG TAY Bee Lian

Mathematics on TV Practising Mathematics Outside the Classroom

Informal Learning Informal Learning

Brief Paper Brief Paper

Effectiveness of '6N+2-V' Method in Drawing Octet and Expanded Octet Oxoanions Lewis Structures: Science Tutorial Classroom Approach

Assessment

Brief Paper

Experiences during a Training Workshop on Global Learning and Observations to Benefit the Environment that needs to Impact the Classroom

Curriculum

Brief Paper

A Survey on Teachers‟ Perspectives about Education for Sustainable Development

Curriculum

Abstract

Curriculum

Brief Paper


Brief Paper


Brief Paper


Brief Paper


Brief Paper


Brief Paper

b) Classroom for Science

13.

14.

15.

Sathia Kumaran A/L Krishnan Poh Seok Hong Noor Haslina Binti Ahmad Yvonne A/P Kulandaisamy Abdul-Talib, Corrienna Ng Khar, Thoe Hazura Abu, Bakar Nur Jahan, Ahmad Annand, Kanniapan Hazura Ab Bakar Ng Khar Thoe Corrienna Abdul Talib Nur Jahan Ahmad

16.

Norliza Kushairi

17.

Byron MC Michael KADUM

18.

Kathy Lea MALONE

19.

LEE Sze Yien CHIN Chee Keong

20.

LOK Wai Foong

21.

Miranda YEOH Poh Khoon

“Can you see me now? So, is your brain working?”: A Personal Account on Using Zooming Presentation and Thinking Maps to Encourage Thinking Skills among PreService Teachers Learning Pre-University Organic Chemistry Chemical Properties in a More Vibrant Way with ProMAP 1.0 Modeling Instructiontm Empowering Students in the 21st Century Science Classroom Using Card Game to Improve Learning in Chemistry Lesson The Effect of Concept Mapping in Learning Physical Chemistry among Students of Perak Matriculation College Musical Mnemonics to Facilitate the Learning of Matriculation Biology: Glycolysis

25.

ENG Guan Guch Nabilah ABDULLAH Mohamad Hisyam ISMAIL Muhammad Furkan MAT SALLEH SHARIFAH NOR ASHIKIN S.A.Rahman ANITA Ariffin NOR ASNEE Othman Irene DELA CRUZ

26.

LYE Pei Lui @ Rebecca

27.

Maria Melsa ARCE

28.

LEE Shok Mee YAZID Abdul Manap KEK Pei Pei

22.

23.

24.

29.

Balloon Party in the Classroom

Innovative Learners

Brief Paper

The Use of Collaborative Jigsaw Kit (COJIK) in Developing Innovative Science Learners

Innovative Learners

Brief Paper

Problem Based Learning Enhances Understanding in Chemistry and Soft-Skills Improvement

Innovative Learners

Brief Paper

Technology

Brief Paper

Technology

Brief Paper

Technology

Brief Paper

Informal Learning

Brief Paper

Informal Learning

Brief Paper

Moon Phase Simulator Students‟ Comprehension on Magnetic Field using Dimension Block Model: A Semester Case Study of Physical Science Matriculation Students Validation and Field Try-Out of the Programmed Instruction in Chemistry for Secondary Students Beware of Lovely but Deadly Plants in your Vicinities A Study of Mangrove Ecosystem at Tanjung Emas Muar Using Project-Based Learning

Mathematics Education No. 1.

2. 3.

Author(s) Risnawati Wahyunur Mardianita Mayu Syahwela Chukiat SUYALANGKA Kijti RODTES Thitiya BONGKOTPHET AGUILAR, Joylene Grace LIGASAN, Amy

Title

Theme

Paper Type

Developing Matrix Modules at Mathematics Education Faculty of Teacher Education Uin Suska Riau

General

Brief Paper

The Problems in Teaching Mathematics in English Program in Thailand

Assessment

Brief Paper

Performance and Difficulties Encountered in Problem Solving: A Correlation

Assessment

Brief Paper

4. 5.

6.

SAY, Leonita Jane SANCHEZ, Joecel LIGASAN, Emelyn DIAZ, Rex LEONG Kwan Eu Praveen SHADAAN LEONG Kwan Eu Pimpaka INTAROS Narumol INPRASITHA Sampan THINWIANGTHONG

7.

Risnawati Wahyunur Mardianita Fifi Damayanti

8.

Aida Istino YAP

9. 10.

11.

12.

13. 14.

Mary Ann Serdina PARROT LEONG Kwan Eu Mehraneh DELAVIZ Kwan Eu LEONG TAN Khan Aun CHEAH Ui Hock ATIKAH bt. Mohd Kassim NAZARIYAH bt. Jonid Pimpan PANSAEN Kiat SANGAROON Narumon CHANGSRI TAN Khan Aun HARRIS GANAE bin Nainar JALILAH bt. Mohd Taib MOHD FAIZAL NIZAM LEE Abdullah

Assessment of Mathematical Modeling Tasks Effectiveness of Using Geogebra Software on Students‟ Understanding of the Concept of Circles

Assessment

Brief Paper

Curriculum

Brief Paper

Innovative Learners

Brief Paper

Innovative Learners

Brief Paper

Technology

Brief Paper

Teaching and Learning Calculus using TI-Nspire

Technology

Brief Paper

Exploring Students‟ ConceptualUnderstanding of Parallelograms Based on GeoGebra

Technology

Brief Paper

Exploring Agebraic Functions through Geometrical Transformations

Technology

Brief Paper

Professional Learning Communities

Brief Paper


Brief Paper

General

Full Paper

Key Universal Activities of Learning Mathematics in Problem Solving Mathematics Classroom Understanding of Concept and Ability of ProblemSolving at Students of Mathematics Education Department Uin Suska Riau based-on Cognitive Load Theory The Use of Technology for Student Learning Empowerment in Elementary School Mathematics

Pedagogical Content Knowledge (PCK) in Multiplication of Negative Integer in the Classroom which Using the Lesson Study and Open Approach Enhancing Practices of Teacher Professional Learning Communities (PLC) in a Boarding School by Restructuring the Time-Tables Employing Self-Regulating Strategies and Communicating Mathematically in Learning

SAZELLI Ab Ghani 15.

16.

17.

Bill BLYTH Mary Grace BOBIS Darlferhen DANCEL Ma. Karen ERAZO Lady MARTIREZ Fredilyn MENDOZA Jessel Ann ORENCIO SettieKarima PINDORONAN Reymond Anthony QUAN Francis CHOW Tuck Choy David F. TREAGUST A. L. CHANDRASEGARAN

18.

Jessie B. AQUINO

19.

Jacqueline Carolyn BUMA

20.

21.

Jariyaporn JAROENSRIMAUNG Sakda NOINANG Bunthom SURAPORN Jularat THONGARAM Pairin SUWANNASRI Supot SEEBUT

22.

Palanisamy K. VELOO

23.

LOW Chee Soon CHEW Cheng Meng

24.

Nurcholif Diah Sri LESTARI Titik SUGIARTI

Mathematics Computer Aided Assessment of Advanced Questions using MapleTA

Assessment

Abstract

Conceptual and Procedural Understanding in Statistics among Mathematics Education Students

Assessment

Abstract

Facilitating Conceptual Change through Mathematical Discussion

Assessment

Full Paper

Assessment

Abstract

Assessment

Full Paper

Development of Mathematics Connection Skill on Trigonometric Ratio Problems for Grade 10 Students

Assessment

Full Paper

Assessing Pre-kindergarten Performance in Number and Spatial Sense Activities

Assessment

Full Paper

Assessment

Full Paper

Assessment

Full Paper

Assessment

Abstract

The Effectiveness of Payne-Rathmell Triangle Model with Journal Writing in Teaching Geometry Assessing Pupils' Performance through Collaborative Action Research

Grade 7 Students‟ Performance on Number Sense and Written Computation Test Before and After Instructional Intervention Flexibility and Adaptivity in Mathematical Problem Solving: Some Observations A Developmental Research: Designing a Mathematics Model of Teaching Based on Authentic Assessment through Exemplars Problem

25.

Natcha KAMOL

26.

ONG Ewe Gnoh

27.

Iwan PRANOTO

28.

Pumadevi SIVASUBRAMANIAM

29.

Percy SEPENG

30.

31.

32.

33. 34. 35. 36.

37.

Khairudin Fazri ZUZANO Rita DESFITRI Edrizon RUBIAH Dalail CHAN Yuen Fook GURNAM Kaur Sidhu Ruzlan Md-Ali Rosalinda Melvyne Arsaythamby Veloo Ratchada YATRA Sujin SUWANNA Surat INTASANG Siew Yin HO Tom LOWRIE THIEN Lei Mee NORDIN Abd Razak TAN Yew Hor ONG Saw Lan WUN Thiam Yew SHARIFAH NORUL AKMAR Syed Zamri LIM Hooi Lian

The Third Wave: How Thai Teachers and Students Valued an Effective Mathematics Lesson Numeracy Misconception Amongst Level One Pupils Assessing High School Students‟ Ability in Proving Math Statements and Reclaiming Its Importance

Assessment

Full Paper

Assessment

Full Paper

Assessment

Full Paper

Conversion of Units

Assessment

Full Paper

Exploring Language, Meaning-making and Contexts in Mathematical Word Problem Solving

Assessment

Full Paper

Students‟ Difficulties and Cognitive Development Level of Differentiation through Graphs Activities at First Year Calculus

Assessment

Full Paper

The Implementation of Performance-standard in Malaysian Schools and its Challenges

Assessment

Full Paper

Lower Secondary School Students Errors in Solving Fraction Questions

Assessment

Full Paper

Mathematical Problem-Solving Performance of Talented Students in Primary Grades in Thailand

Assessment

Full Paper

Assessment

Full Paper

Assessment

Full Paper

Assessment

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Assessment

Full Paper

Grade 6 Students‟ Performance on a Measurement Task Factors influencing Malaysian TIMSS 2011 Mathematics Achievement: A Partial Least Square Analysis Development and Validation of Cognitive Model of Competence for Algebraic Expression Learning Assessing Preservice Secondary School Mathematics Teachers' Knowledge of Area

38.

39.

CHEW Cheng Meng Pumadevi SIVASUBRAMANIAM Gomala MOOKAN ILDA SALWANI AmeerHamza PARMJIT Singh MOHD ADLAN Ramly

40.

Jona VALENTE

41.

Marliza RUBENECIA

42.

43. 44. 45.

MOHD SAZALI Khalid SULAIMAN Yamin SITI FADZLINA Mohamad Asri SARVESWARY Velayutham Chap Sam LIM AILEEN Chong LAY Yoon Fah Benny KONG Tze Loong

46.

Khairiani IDRIS Kailin YANG

47.

Shamila DAVADAS LAY Yoon Fah

48. 49.

S. KANAGESWARI Suppiah Shanmugam LEONG Chee Kin Satwant SANDHU

The Matrix Method

Curriculum

Full Paper

Investigation on the Numeracy Thinking among Secondary School Students

Curriculum

Full Paper

Curriculum

Abstract

Curriculum

Full Paper

Curriculum

Full Paper

Curriculum

Full Paper

Intended, Implemented, and Perceived Values in the Mathematics Classes of a Catholic School in The Philippines Mathematics Curriculum Revision in State Universities and Colleges (SUCs) in The Philippines: Documentation The changes in Mathematics Education Curriculum for a Technical University in Malaysia A Comparison on Malaysian Mathematics Syllabus on Algebra with TIMSS 2011 Mathematics Grade 8 Transforming Mathematics Learning Environment for Meaningful Learning Transfer in Rural Schools Visualizing Number and Operation by Animal Theme Capturing and Comparing Conceptions and Attitudes held by Future English Teachers with Surface and Deep Approaches to Learning Statistics Confirmatory Factor Analysis of an Instrument to Measure Factors Affecting Secondary School Students‟ Attitudes towards Mathematics


Abstract


Abstract


Full Paper


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Developing Mathematical Understanding through Rekenrek


Full Paper

Empowering Out-of-Field Mathematics Teachers to


Full Paper

50.

Gillian KIDMAN Tom J COOPER Shimu Shahana SHEIKH Parames LAOSINCHAI

51.

Wee Tiong SEAH

52.

ZHANG Qiaoping

53.

ALI Mahmudi Benny KONG Tze Loong TEH Ah Huat NG Lee Fong DJAMILAH Bondan Widjajanti

54. 55.

56.

KURNIATI Dian SUNARDI

57.

EPON Nur‟aeni

58.

HOBRI

59.

Harkirat S DHINDSA

60.

Jonathan C. GLORIAL

61.

Jiraprapa SUWANNAJAK Natcha KAMOL

62.

Pham Sy NAM

Teach Mathematics Effectively to Underperforming Indigenous Secondary School Students Activity-based Multimedia on the Geometric Meaning of the Long Division Algorithm to Find Square Roots Supporting Cognitive and Affective Growth in Mathematics Learners: The Role of Values Alignment The Third Wave: Chinese Students‟ Values in Effective Mathematics Teaching in Two Secondary Schools Writing to Enhance Mathematical Understanding Visualizing Standard Deviation by Polyhedral Dice Empower a Prospective Mathematics Teacher to be a Problem Solver Developing Geometry Teaching Instructions based on the Realistic Mathematics Education Approach to Improve Accurate,Consistent, and Creative Characters for Junior High School Students Communication of Geometry; Experiment with Elementary Students by Using Van Hiele Teaching Approach Developing Mathematics Learning Materials based on Students‟ Character Setting Realistic Mathematics Education (RME) in Vocational Senior High School An Investigative Pedagogy for Smart Teaching and Learning of Laws of Logarithms Iloilo City Schools‟ Pupils Performance in the Mathematics Trainers‟ Guild (MTG) Qualifying Examination Using Open-ended Problems to Promote Gifted Seventh Graders‟ Mathematics Problem Solving Ability Constructing Knowledge of the Derivative of a


Full Paper


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Innovative Learners

Full Paper

Innovative Learners

Abstract

Innovative Learners

Full Paper

Innovative Learners

Abstract

Innovative Learners

Abstract

Innovative Learners

Abstract

Innovative Learners

Full Paper

Innovative Learners

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Innovative Learners

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Innovative Learners

Full Paper

Max STEPHENS

Function: An Experiment in Senior High School Mathematics

63.

Pumadevi SIVASUBRAMANIAM Tharani Sri RAMAYA

The Finger Method

64.

Catherine ATTARD

65.

CHIN Kok Fui SHARIFAH NORUL AKMAR bt Syed Zamri

66.

Ismail HASSAN LAY Yoon Fah

67.

Jessie B. AQUINO

68. 69.

70.

71. 72. 73. 74.

Noorbaizura TAMBI Kwan Eu LEONG PARMJIT Singh MOHD ADLAN Ramly TEOH Sian Hoon Piyawut SRICHANA Sakda NOINANG Hathaikarn WATTANATAWEEKUL Pornpawee TALJARUNG Utith INPRASIT Weerayuth NILSRAKOO Allan Leslie WHITE Shirley GILBERT CHEW Cheng Meng LIM Chap Sam CHIA Hui Min

Innovative Learners

Full Paper

iPads in the Primary Mathematics Classroom: Exploring the Experiences of Four Teachers

Technology

Full Paper

Using Spreadsheet to Teach Limit among College Students

Technology

Full Paper

Technology

Abstract

Technology

Full Paper

Visualizing Fractions with Geogebra

Technology

Abstract

Developing Numeracy LiPWARE (Learning with Play Software): Promoting Numeracy Thinking for Classroom Learning

Technology

Full Paper

Instructional Package on Linear Programming by Using GeoGebra Software for Grade 12 Students

Technology

Abstract

Technology

Full Paper

The Effectiveness of Multimedia Teaching For Mathematics Achievement among Pupils of Special Remedial The Effectiveness of the Use of Information and Communication Technology (ICT) in Teaching Mathematics

Enhancement of Analytical Thinking through Creative Problem Solving Process by Using GSP Program on Geometry Empowering Australian Pre-Service Teachers via a Malaysian Educational and Cultural Experience Primary Mathematics Teachers‟ Stages of Concern about the Implementation of Lesson Study Characterizing the Pedagogical Flow of Mathematics

Professional Learning Communities Professional Learning Communities Professional Learning

Full Paper Full Paper Full Paper

LIM Chap Sam

75.

76.

77.

HasbeeHj. Usop Irene Tiong XinXin Hong Kian Sam KALAIVANI Shanmugam LIM Chap Sam MAGESWARY Karpudewan SHAFIA Abdul Rahman LIM Chap Sam KOR Liew Kee CHIA Hui Min

78.

Levi ELIPANE Jane LARTEC

79.

Levi ELIPANE Leorence TANDOG

80.

Meiliasari

81.

Mohd Faizal bin HJ RASHID

82.

83. 84.

Susi HERAWATI Rita DESFITRI Syukma NETTI Niniwati Saw Fen TAN Chap Sam LIM Toulavanh SISAVATH Narumol INPRASITHA

Lessons OF AN EXPERT TEACHER in A Malaysian CHINESE VERNACULAR Primary School Interrelationships between Mathematics Anxiety, Mathematics Beliefs and Mathematics Teaching Efficacy of Pre-Service Student Teachers

Communities Professional Learning Communities

Full Paper

Taste of Lesson Study Process: A Case Study in Tamil Primary School


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One Mathematics Teachers‟ Evolving Pedagogical Practice through Lesson Study


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Abstract

In-Service Teachers‟ Performance in Introducing Elementary Algebra on Peer Teaching


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Mathematics Teachers‟ Reflection in Lesson Study: Preliminary Analysis Preservice Teachers‟ Use of the Blackboard in the Mathematics Classroom Using the Open Approach

Professional Learning Communities Professional Learning Communities

Introducing Lesson Study in the Mountains of the Cordilleras in Northern Philippines: Surveying the Terrain Introducing Lesson Study to the Teachers in Southern Philippines: Foreseen Challenges Lesson Study with Pre-Service Teachers: Investigating the Learning of Pre-Service Teachers in Lesson Study Model of Teaching Practice Course Investigating the Effective Collaboration between Project Knowledgeable Others (PKOs) and Implementers (teachers) towards the Implementation of Lesson Study at the Primary School Level in Belait District.

Full Paper Full Paper

85. 86. 87.

Maitree INPRASITHA Ui Hock CHEAH Yupadee Panarach Uraiwan Srichaimool LU Chung Chin Effandi ZAKARIA Rosemarie G. GALVEZ Alona M. BELARGA Elnora V. LORIEGA

The Mathematics Camp Activities to Promote Mathematical Reasoning Skills Implementation of a Game-based Learning Module in Preschool Mathematics An Analysis of Mathematical Concepts and Meanings in Ilonggo Artworks


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Engaging the Z-gen

Full Paper

Informal Learning

Full Paper

Science Education No.

Author(s)

1.

Manabu TONISHI Naoto NAKAMURA Fumiko YASUNO

2.

TAN Juat Ngoh

3.

Kathy MALONE

4.

YEE SyeFoong

5.

Irene DELA CRUZ Manabu SUMIDA

6.

ABU HASSAN Kassim LEELA DEVI Palany Kumar

7. 8.

ISMUNANDAR, INDARJANI Harry FIRMAN Denis GOODRUM Norihiro NISHIO

Title Development of Peer Review System Using Mobile Device for Field Work in Natural Observations Equipping Trainee Teachers to Teach Primary School Science What Skills do College Science Instructors Expect Incoming Students to Possess? Twenty-first Century Teacher Training: Is e-learning the “way-to-go”? Advance Science Program: Developing Pupils‟ Interest and Process Skills The Effect of Using Jigsaw Puzzles in Writing the Chemical Formula of Ionic Compound among the High School Students

Theme

Paper Type

General

Brief Paper

Assessment

Brief Paper

Curriculum

Brief Paper


Brief Paper

Innovative Learners

Brief Paper

Innovative Learners

Brief Paper

PRAISE (Promoting Real Australian Indonesian Science Education)


Abstract

Supporting Web-based Contents of Making Video e-

Professional Learning

Brief Paper

Takahiro SUGIYAMA 9. 10. 11. 12. 13. 14. 15.

16.

17.

Aris LARRODER Masakata OGAWA Bob Chui Seng YONG CHOW Shean Jen Sa‟idu DANLADI Sani ABDULLAHI Gumel ADILLAH Ahmad Eng Tek ONG ZULQARNAIN Abu Bakar EFESIUS Bin Abu Constantine LAY Yoon Fah HIDAYAH Mohd Fadzil ROHAIDA Mohd Saat Kamaleswaran JAYARAJAH Rohaida Mohd SAAT Rose Amnah Abdul RAUF KWAN Siew Wai Esther Gnanamalar Sarojini DANIEL Lindsey CONNER NG Khar Thoe NUR JAHAN Ahmad HAZURA Ab Bakar Suma PARAHAKARAN LAY Yoon Fah

18.

Low Kee Sun Ruslan Mapeala

19.

LAY Yoon Fah KHOO Chwee Hoon

Learning for Teacher Nature and Extent of Science Giftedness Education in the Philippines via Philippine Science High School System Secondary Students‟ Attitudes towards and Achievement in Combined Science Developing Entrepreneurial Skills in the Learner through Chemistry Education: A Nigerian Perspective Science-based Secondary Students‟ Self-estimated Multiple Intelligences: Gender and Ethnicity Differences Attitudes towards Science and Metacognitive Awareness: Impact on Students‟ Science Achievement Understanding Students‟ Technical Skills during Transition from Primary to Secondary School

Communities General

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General

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General

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Assessment

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Assessment

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Assessment

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HOTS: Evidence from TIMSS 2011 & Its Implication towards STEM

Assessment

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The Development of the „Self-Directed Learning Readiness Scale in Biology‟ (SDLRSbio) for Preuniversity Biology Students

Assessment

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Evaluating Students‟ Performance for Scientific Literacy, Reading and Thinking Skills in PISA 2009: Lessons Learnt from New Zealand and Malaysia

Assessment

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Assessment

Abstract

Assessment

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Comparison of Teaching and Learning Science Activities between Malaysia and Four "High Ranking" Countries in TIMSS Relationships between Attitude about the Relevance of Science and Attitudes towards Science among Secondary School Students

20.

21. 22.

ITURRALDE, (Maria) Luz Gracia C. PORNEL, Jonny B. MAQUIRAN, Dominique J. FORMACION, Minda J. NUR FAZILAH Mohd Hanafiah JONG Tze Kian NORJUHANA binti Mesman Eng Tek ONG

23.

NANCY Susianna

24.

NG Soo Boon

25.

26.

27.

28. 29. 30.

PUSPA a/p Ramiah Eng Tek ONG Ruel Atendido AVILLA Rebecca Corpuz NUEVA ESPAŇA and Antriman Vipinosa ORLEANS Regina P. CLAVEL Emelyn B. LIGASAN Rosie S. LLASUS Genevieve B. GARRIDO Mary Joy P. DAPAT ANUTHRA Sirisena LAY Yoon Fah CHUA Kah Heng MAGESWARY Karpudewan Darren WONG Jon Sien

Students‟ Attitude toward Actual Animal Dissection as a Tool in Teaching Biology

Assessment

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Statistical Study of Malaysian Primary School Students‟ Knowledge in Fundamental Space Science

Assessment

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Assessment

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Assessment

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Assessment

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Assessment

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Students‟ Images and Views of Chemistry: Its Implication to Student Achievement

Assessment

Full Paper

Bridging the Math-Science Educators Preparation and Classroom Situation Program

Assessment

Abstract

Curriculum

Full Paper

Curriculum

Full Paper

Curriculum

Full Paper

Exploring Attitudes towards Science among Upper Primary Students in Malaysia Development of Mind Map Rubric to Measure Creativity of Students in Basic Chemistry Course for the concept of “Material and its Changes” Effect of Instructional Practices and Students‟ Attitude Onto TIMSS Performance in Malaysia and a few other Countries Differences in Basic Science Process Skills Acquisition Among Upper Primary Students in Perak

Environmental Literacy Questionnaire: Pre-Testing and Modification using Structural Equation Modeling (SEM) Approach Secondary School Students‟ Awareness towards Nanotechnology Science Teachers‟ Views and Perceived Challenges on

31.

LAU Chor Yam LIM Hwee Ting LEE Chuo Hiong Kamisah OSMAN

32.


33.

Nanthavut NIYOMVONG Pongprapan PONGSOPHON Pattanee JANTRAROTAI

34.

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Copyright © 2013 By SEAMEO RECSAM. All rights reserved.

Abstract Abstract Abstract Abstract Abstract Abstract

Fifth International Conference on Science and Mathematics Education

CoSMEd 2013 Penang, Malaysia 11 – 14 November 2013

IMPLEMENTATION OF A GAME-BASED LEARNING MODULE IN PRESCHOOL MATHEMATICS LU Chung Chin [email protected] Faculty of Education, National University of Malaysia

Effandi ZAKARIA [email protected] Faculty of Education, National University of Malaysia

Abstract The game-based learning module is designed specifically to help preschoolers to enhance their number concept skills, number operation skills and social behaviour. The module also provides guidelines for preschool teachers on how to implement the game-based learning method in the mathematics classroom. The module comprises a variety of manipulative mathematics education games which are designed based on the Malaysian National Preschool Curriculum Standards. It is highly supported by both Piaget’s Child Development Theory and Vygotsky’s Social Development Theory, which state that a child learns best when playing with concrete things with their peers. This paper discusses the implementation of the game-based learning module and how the number concept skills, number operation skills and social behaviour are measured. Keywords: game-based learning module, number concept skills, number operation skills, social behaviour Introduction Similar to many other countries in the world, Malaysia’s education system emphasizes concrete knowledge development through Science, Mathematics and language subjects (Malaysia, 2012) . However, Malaysia’s participation in international assessments such as Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) shows that Malaysian students have not been able to achieve the minimum international standard. Mathematics results gained by the 15 year old Malaysian students have been declining continuously from 519 points in 1999 to 440 points in 2011. Besides that, analysis of the mathematics results in the Primary School Assessment Test (Ujian Penilaian Sekolah Rendah, UPSR) from 2008 to 2012 showed that around 12-17% of students scored marks in the lowest grade of D and E (Lembaga Peperiksaan Kementerian Pelajaran Malaysia, 2008, 2009, 2010, 2011, 2012). Both international and national assessment results have alarmed the Malaysian Ministry of Education. Thus, the existing curriculum is in a dire need of a revision and drastic actions have been suggested in the Malaysian Education Development Blueprint 2013-2025 to improve the situation (Malaysia, 2012) .

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5th International Conference on Science and Mathematics Education 2013

The failure in mathematics performance is due to poor mastery of basic mathematics skills at the early stage of schooling. Mastery of basic mathematical skills at the early stage is essential for students to succeed in the higher levels mathematics (Sarama, Lange, Clements, & Wolfe, 2012). This statement is supported by Jordan, Glutting, and Ramineni (2009) and Locuniak and Jordan (2008) , who found that mastery of number concept at the preschool level would result in students who are able to score better in mathematics at the primary and secondary level. This is because mathematics curriculum is hierarchical, in which students are required to master the basic skills before they can proceed to the more sophisticated concepts. Well-designed games have been proven to help preschoolers to master number concept (Clark & Roche, 2010; Siegler & Ramani, 2008; Yong, 2008). Gamebased learning matches well with the nature of young children who learn better through play (National Association for the Education of Young Children, 2009; Salma, 2010). However, preschool teachers lack guidelines in carrying out the method of game-based teaching and learning in their classroom. Thus, the researcher took the initiative to develop a Game-Based Learning Module to help teachers teach number concept and number operation through game based learning. Piaget’s Cognitive Development Theory

5E Learning Cycle  Engagement  Exploration  Explanation  Elaboration  Evaluation

Number concept skills Game-based Learning Module

Number operation skills Social behavior

Vygotsky’s Social Interaction Theory

Scaffolding  Teacher  peer

Figure 1. Theoretical Framework of GBLM Figure 1 shows the theoretical framework for the Game-based learning Module (GBLM). 5E learning cycle is integrated throughout the whole module. The researcher designed the lesson plan according to the 5E learning cycle. This learning cycle encourages learners to construct their own new knowledge through five phases, which are engagement, exploration, explanation, elaboration and evaluation. It is aided by the integration of concrete manipulative games in the exploration and elaboration phases. Piaget’s Cognitive Development Theory supports the notion that children between 5-6 years old are experiencing cognitive development at the preoperational stage and they learn best when they are exposed to concrete things (Seng, Parsons, Hinson, & Sadro-Brown, 2001). GBLM includes a variety of 2


manipulative games to help learners to master number concept and number operation skills. Implementation of GBLM also encourages social interaction among learners and between the teachers and the learners. The peers and teachers scaffold each learner to play the games correctly. Vygotsky’s Social Interaction Theory supports the idea that appropriate level of scaffolding is able to help learners to perform better academically (Whitebread, 2012). An Example of a GBLM Activity In order to give an overview of GBLM, the researcher will explain the design of the module through an activity. An activity known as “Rambutan Oh Rambutan” has been designed to achieve the Learning Standard: Counting from 1 until 10. The game also trains learners to apply the correct counting skills by emphasizing stable-order in counting rambutans. The game also exposes the learners to the concept of addition and subtraction. When they “pluck” the rambutans from the tree and put them into their “basket”, they will know that the total number of rambutans is increasing in their “basket”. Conversely, when they turn the pointer of the spin to the “monkey”, “bat” or “squirrel” pictures, they need to withdraw rambutans from their “basket” and put them back on the tree. The learners need to be aware of the total rambutans left on the tree; this is because the least the number of rambutans left on the tree, the faster they can collect all of the 10 rambutans and become the winner. In this case, the learners simulate the concept of subtraction. The prerequisite knowledge that learners must have before they are able to play this game is that they must already know the sequence of numbers from 1 to 10. Table 1 shows the symbols on the spin of “Rambutan Oh Rambutan” and the descriptions for each one. Figure 2 shows a scene of preschoolers playing with “Rambutan Oh Rambutan” in a group of four. Table 1 Symbols on the spin of “Rambutan Oh Rambutan” Game Symbols on the spin Descriptions Take one rambutan from the tree and put it in the plate (refer to “basket”) provided.

Take two rambutans from the tree and put them in the plate provided.

Take three rambutans from the tree and put them in the plate provided.

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Return one of the rambutans from your plate onto the tree. If you do not have any rambutan in the plate, you will lose a turn.

Return two of the rambutans from your plate onto the tree. If you do not have any rambutan in the plate, you will lose a turn.

Return three of the rambutans from your plate onto the tree. If you do not have any rambutans in the plate, you will lose a turn.

Figure 2. Preschoolers playing with “Rambutan Oh Rambutan” game Research Design Non-equivalent control group pretest/posttest quasi-experiment method was applied to determine the effectiveness of GBLM to help learners master number concept, number operation and social behaviour. GBLM was tried out in the intact preschools from the National Schools (Sekolah Kebangsaan). Randomized assignment of learners into control group and treatment group was not carried out to avoid interruption to the preschoolers (Campbell & Stanley, 1963). The control group was taught using the traditional method, which means that teaching was teacher-centred

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and no game-based learning was conducted. In contrast, the treatment group was taught using GBLM. Table 2 illustrates the research design for the study. Table 2 Research Design Pre-test Treatment group O1 Control group O3 Note: X1: GBLM X2: traditional

Teaching and learning Post-test methods X1 O2 X2 O4 O1, O3: Pre-test O2, O4: Post test

Participants The research was conducted at two rural schools located in Miri Division, Sarawak. Preschool class from one of the schools was selected as the treatment group and another school was chosen as the control group. A total of 47 preschoolers participated in this research. The treatment group consisted of 23 participants while the control group consisted of 24 participants. According to Schreiber and Asner-self (2011), in experimental research method, each group needs to be represented by 1530 respondents. The characteristics of both groups must be as similar as possible (Piaw, 2006). The researcher carried out learner characteristic analysis before commencing the research. The findings show that both selected preschools are equipped with the same infrastructures and facilities. Each group comprised of participants from multiracial background. The average age of the participants was 5 years 6 months. The researcher also administrated a pre-test to ensure that both groups have no significant difference in their achievement for number concept and number operation. Research Instruments The ultimate goal of GBLM is to help learners to master number concept, number operation and social behaviour. Two instruments were used to measure these constructs. A set of achievement test which consists of 45 items was used to measure the preschoolers’ performance in number concept and number operation. Learner’s social behaviour was observed during the implementation of GBLM. The observation themes were adopted from R.E.Tremblay, Vitaro, Gagnon, Piche, and Royer (1992) for Prosocial Scale for the Preschool Behaviour. Eight targeted behaviours were observed (refer to Table 3). The time-sampling of 20 secondintervals observation is suitable to observe the targeted behaviours among preschoolers in natural settings (Bentzen, 2005; Brassard & Boehm, 2007). The researcher and another well-trained observer were involved in the observation. Video camera and sound recorder were used to record the participants’ social behaviour during the implementation of GBLM. The control group also underwent the same video and sound recording. The video was then retrieved and the participants’ social behaviour from both groups was compared. The observers recorded the numbers (frequency) that applied to the categories of targeted behaviour.

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Table 3 Observation Schedule of Social Behaviour (R.E.Tremblay et al., 1992) No. Targeted behaviour Time interval 0 - 20seconds 21 – 40 seconds 41 – 60 seconds 1. Can work easily in small peer group. 2. Tries to be fair in games. 3. Apologise spontaneously after a misdemeanour. 4. Offers to help other children who are having difficulty with a task in the classroom. 5. Volunteers to help clear up a mess someone else has made. 6. Will clap or smile if someone else does something well in the class. 7. Shows sympathy to someone who has made a mistake. 8. If there is a quarrel or dispute, will try to stop it. Results Table 4 below shows the pre-test analysis generated from SPSS 19.0. The findings show that there is no significant difference between the control group and treatment group in number concept and number operation (t = 1.866, df = 45, p>.05). The results indicate that the two groups of student have the same achievement in number concept and number operation skills during the pre-test. Table 4 Pre-test Analysis Leven’s Test for Equality of Variances

score

Equal variance s assumed Equal variance s not assumed

t-test for Equality of Means 95%Confidence Interval of the Difference Lower Upper

F

Sig.

t

df

Sig. (2tailed)

Mean difference

Std. Error Difference

.19

.66

1.87

45

.07

7.57

4.06

-.60

15.75

1.87

44.95

.07

7.57

4.05

-58753

15.73

6


Conclusion GBLM provides a comprehensive guideline for preschool teachers in integrating game-based learning in their mathematics classroom. It is aimed at helping preschoolers to master number concept and number operation specifically. In addition, the researcher also hopes that GBLM will be able to improve preschoolers’ prosocial behaviours. It is believed that GBLM will be an alternative for teachers to carry out mathematic lessons in a more enjoyable and meaningful way, in addition to giving teachers the exposure in carrying out teaching and learning of mathematics through the game-based method. The effectiveness of the module to improve the preschoolers’ number concept and number operation skills are measured by a set of achievement test, whereas their prosocial behaviors are measured by using Observation Schedule of Social Behaviour. Non-equivalent control group pretest/posttest quasi-experiment method will be carried out in this research. References Bentzen, W. R. (2005). Seeing Young Children: A Guide to Observing and Recording Behavior (5 ed.). Australia: Thomson Delmar Learning. Brassard, M. R., & Boehm, A. E. (2007). Preschool Assessment: Principles and Practices. New York: The Guilford Press. Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-experimental Designs for Research. Chicago: Rand Mcnally College Publishing Company. Clark, D., & Roche, A. (2010). The power of single game to address a range of important ideas in fraction learning. Australian primary mathematics classroom, 15(3). Jordan, N. C., Glutting, J., & Ramineni, C. (2009). The importance of number sense to mathematics achievement in first and third grades. Learn Individ Differ, 20(2), 82-88. Lembaga Peperiksaan Kementerian Pelajaran Malaysia. (2008). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2008. Lembaga Peperiksaan Kementerian Pelajaran Malaysia. (2009). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2009. Lembaga Peperiksaan Kementerian Pelajaran Malaysia. (2010). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2010. Lembaga Peperiksaan Kementerian Pelajaran Malaysia. (2011). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2011. lembaga Peperiksaan Kementerian Pelajaran Malaysia. (2012). Pengumuman Keputusan Ujian Pencapaian Sekolah Rendah Tahun 2012. Locuniak, M. N., & Jordan, N. C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451459. Malaysia, M. E. (2012). Laporan Awal - Ringkasan Eksekutif Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Ministry Education of Malaysia. National Association for the Education of Young Children. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.

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Piaw, C. Y. (2006). Asas Statistik Penyelidikan. Kuala Lumpur: McGraw-Hill (Malaysia) Sdn. Bhd. R.E.Tremblay, Vitaro, F., Gagnon, C., Piche, C., & Royer, N. (1992). A Prosocial Scale for Preschool Behaviour Questionnaire: Concurrent and Predictive Correlates. International Journal of Behavioral Development, 15(2), 227-245. Salma, I. (2010). Bermain Dan Hubungan Raka Sebaya Dalam Perkembangan KanakKanak. In H. Azlin Hilma & M. S. Zarina (Eds.), Penilaian Psikososial KanakKanak. Isu-isu Kebajikan dan Perkembangan (pp. 185-199). Sintok: Universiti Utara Malaysia. Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly 27(2012), 489-502. Schreiber, J., & Asner-self, K. (2011). Educational Research. USA: John Wiley & Sons, Inc. Seng, T. O., Parsons, R. D., Hinson, S. L., & Sadro-Brown, D. (2001). Educational Psychology: A Practioner-Research Approach. Australia: Thomson Learning, Inc. Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children's numerical development. Development Science, 11(5), 655-661. Whitebread, D. (2012). Development Psychology & Early Childhood Education. Los Angeles: SAGE Publications Ltd. Yong, J. P. (2008). Using Teacher-made Games to Support Young Children’s Learning of Number Concepts: Combining Hands-on Manipulatives and Computer Software. Degree of Doctor of Philosophy, The State University of New York, Buffalo.

Author(s): LU Chung Chin, Faculty of Education, National University of Malaysia Email: [email protected] Effandi ZAKARIA, Faculty of Education, National University of Malaysia Email: [email protected]

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