Clearly, student achievement in mathematics
has not been good enough. According to Sabri (2006),
mathematics achievement level of PMR (Lower
Secondary Assessment) showed small fluctuation in
percentage from year to year. However, the increase in
the percentage who pass will increase students in the
Science stream at the SPM (Malaysia Certificate of
Education) level. In the Malaysian education system,
achieving the rank of D means the student can only
achieve a minimum mastery level while achieving the
rank of E means the student does not achieve the
minimum mastery level. This decision became one of
the indicators that reflect the level of the students who
are weak in mathematics. Therefore, efforts should be
undertaken to immediately to improve the situation.
The teaching of mathematics is not about dispensing
rules, definitions and procedures for students to
memorize, but engaging students as active participants
through discussion and collaboration among students
(Posamentier et al., 2006). Learning will be more
successful if they are given the opportunity to explain
or clarify ideas (Burns, 1990). Lau et al. (2009)
explains that “the mathematics skills required for youth
of today’s and adults of tomorrow to function in the
workplace are different from that for youth and adults
of yesterday”. In terms of pedagogy, the development
Clearly, student achievement in mathematics
has not been good enough. According to Sabri (2006),
mathematics achievement level of PMR (Lower
Secondary Assessment) showed small fluctuation in
percentage from year to year. However, the increase in
the percentage who pass will increase students in the
Science stream at the SPM (Malaysia Certificate of
Education) level. In the Malaysian education system,
achieving the rank of D means the student can only
achieve a minimum mastery level while achieving the
rank of E means the student does not achieve the
minimum mastery level. This decision became one of
the indicators that reflect the level of the students who
are weak in mathematics. Therefore, efforts should be
undertaken to immediately to improve the situation.
The teaching of mathematics is not about dispensing
rules, definitions and procedures for students to
memorize, but engaging students as active participants
through discussion and collaboration among students
(Posamentier et al., 2006). Learning will be more
successful if they are given the opportunity to explain
or clarify ideas (Burns, 1990). Lau et al. (2009)
explains that “the mathematics skills required for youth
of today’s and adults of tomorrow to function in the
workplace are different from that for youth and adults
of yesterday”. In terms of pedagogy, the development
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