The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student's Affective Competency

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  • Source:
    Journal on Mathematics Education, v10 n2 p215-228 May 2019. 14 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1218135
      Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
    • Peer Reviewed:
      Y
    • ISSN:
      2087-8885
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the "RECCE-MODEL" emphasised understanding and thinking with a view on mathematics embedded in real-life. The "RECCE" which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students' problem-solving competencies in mathematics lessons. It also explores students' cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students' developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link ("MODEL"). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students' questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students' affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The "RECCE-MODEL" framework paved the way towards understanding the relationships between effective pedagogical approaches and students' learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      14
    • Education Level:
      Secondary Education; High Schools
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1218135
  • Citations
    • ABNT:
      CHEW, M. S. F.; SHAHRILL, M.; LI, H.-C. The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency. Journal on Mathematics Education, [s. l.], v. 10, n. 2, p. 215–228, 2019. Disponível em: . Acesso em: 19 nov. 2019.
    • AMA:
      Chew MSF, Shahrill M, Li H-C. The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency. Journal on Mathematics Education. 2019;10(2):215-228. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428. Accessed November 19, 2019.
    • APA:
      Chew, M. S. F., Shahrill, M., & Li, H.-C. (2019). The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency. Journal on Mathematics Education, 10(2), 215–228. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Chew, Maureen Siew Fang, Masitah Shahrill, and Hui-Chuan Li. 2019. “The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency.” Journal on Mathematics Education 10 (2): 215–28. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428.
    • Harvard:
      Chew, M. S. F., Shahrill, M. and Li, H.-C. (2019) ‘The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency’, Journal on Mathematics Education, 10(2), pp. 215–228. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428 (Accessed: 19 November 2019).
    • Harvard: Australian:
      Chew, MSF, Shahrill, M & Li, H-C 2019, ‘The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency’, Journal on Mathematics Education, vol. 10, no. 2, pp. 215–228, viewed 19 November 2019, .
    • MLA:
      Chew, Maureen Siew Fang, et al. “The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency.” Journal on Mathematics Education, vol. 10, no. 2, May 2019, pp. 215–228. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Chew, Maureen Siew Fang, Masitah Shahrill, and Hui-Chuan Li. “The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency.” Journal on Mathematics Education 10, no. 2 (May 1, 2019): 215–28. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428.
    • Vancouver/ICMJE:
      Chew MSF, Shahrill M, Li H-C. The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency. Journal on Mathematics Education [Internet]. 2019 May 1 [cited 2019 Nov 19];10(2):215–28. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218135&custid=s8280428