Third International Conference on Science and …profdoc.um.ac.ir/articles/a/1021332.pdf · Third...

Third International Conference on Science and Mathematics Education(CoSMEd) 2009 Penang, Malaysia

10 - 12 November 2009

[Keynote & Plenary] [Science Education] [Mathematics Education] [Workshop]

SEAMEO RECSAM Jalan Sultan Azlan Shah, Gelugor, Penang, Malaysia Tel: +6 (04) 6522700 Fax: +6 (04) 6522737 Email: [email protected] or website: http://www.recsam.edu.my

Keynote & Plenary Papers

No. Author Name Paper Title View View 1. Kaye Stacey Mathematical and Scientific Literacy Around the World [Abstract] [Full

Paper]

2. David F. Treagust and Reinders H. Duit

The Challenges Ahead for Research and Development on Conceptual Change in Science

[Abstract] [Full Paper]

3. Lilia Halim Improving Science Literacy Through a Conducive Laboratory Learning Environment: A Proposed Model


4. Pairash Thajchayapong Education Development for People with Special Needs: A Thai experience

[Abstract] [Presentation]

5. Yeap Ban Har Improving Mathematical Literacy through Accessment [Abstract] [Full Paper]

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Science Education Papers

No. Author Name Paper Title View View 1. AD. Corebima Metacognitive Skill Measurement Integrated in Achievement Test [Abstract] [Full

Paper]

2. Ahmad Nurulazam Md. Zain and Rohandi

Incorporating Students’ Funds of Knowledge to Develop Students’Interests Towards Learning Science


3. Ajita Raghavendra and Ravi Kiran

Liquid Sphere Approach to Pedagogy [Abstract] [Full Paper]

4. Ali Khalid Ali Bawaneh, Ahmad Nurulazam Md. Zain, and Munirah Ghazali

Learning Science Concepts by Matching Science Teaching Methods with Students' Preferable Learning Styles


5. A. L. ChandrasegaranDavid F. Treagust

How Students Make Sense of Particles in Relation to the States of Matter, Changes of State and Diffusion

[Abstract]

6. Amorn Nongkhunsarn and Chokchai Yuenyong

Grade 11 Student’s Mental Model of Fluid and Analytical Thinking in Science Teaching Through Science Technology and Society (STS) Approach


7. Andy L. Soberano Strategic Intervention Materials in Chemistry: Development and Effectiveness


8. Anne Prescott and Michael Mitchelmore

The Impact of Teacher Misconceptions About Projectile Motion on Student Learning


9. Chaiwuti Lertwanasiriwan The Effects of a Technology-Enhanced Inquiry Instructional Model on Students’ Understanding of Science in Thailand


10. Chakkrapan Piraksa, Wimol Sumranwanich, Chokchai Yuengyong

Grade 10 Students’ Physics Problem Solving Ability of Force and Law of Motion Using 7E Learning Cycle And Polya’ S Problem Solving Technique


11. Chokchai Yuengyong Constructing Pedagogical Content Knowledge for Physics Teaching Regarding Constructivism in Thai Contexts

[Abstract]

12. Chong Hon Yew Astronomy and Outreach Activities and Education in Primary and Secondary Schools and Colleges in Malaysia


13. Chutima Temiyasathit, Panwilai Chomchid and Tepkanya Promkatkeaw

The Implementation of IPST Early Childhood Science Standards [Abstract] [Full Paper]

14. Daniela Allasia, Luciana Bazzini, Giuseppina Cerrato, Elena Ferrero, Marco D. Tonon, Cristina Coggi and Paola Ricchiardi

The Fenix Project: Empowerment Strategies and Cognitive Development for Children Living in Depressed Contexts


15. Danny Bin Aimi, Erne Suryani Hj Abu Bakar, Lim Chien Lee,Muhd Nuur

The Use of Journal Writing to Help Students Understand Better the Lessons


Hadi Bin Haji Dewa , Jupri Bin Haji Yusof,Yap Pei Yun

16. Devadason Robert Peter, Wahyudi, Ng Khar Thoe, and Cheah Ui Hock

Better Science and Mathematics Animations for Learning Using 3D Technology?


17. Gillian Kidman and Robert Peard

A Thematic Approach to Integrating Maths and Science for Pre-Service Primary Teachers via Sustainability


18. Harkirat S Dhindsa and Mahani-Abdul-Rashid

Science Teachers’ Motivation to Teach Science and Important Intrinsic Factors

[Abstract]

19. Herawati Susilo Combining Lesson Study (LS) and Classroom Action Research (CAR) for Teacher Professional Development


20. Houmphanh Khanthavy and Chokchai Yuenyong

The Grade 1 Student’s Mental Model of Force and Motion through Predict– Observe – Explain (POE) Strategy


21. Ho Yuek Ming and Azizi Hj. Muda

Assessment of Pre-service Teachers’ Environmental Citizenship Attributes: Implications for Environmental Education Curriculum and Training


22. Jacqueline Rose M. Gutierrez and Hideo Ikeda

Response Pattern Analysis On The Burning Candle Experiment: TIMSS-Based Study


23. Kwanchanok Kunthathong and Chokchai Yuenyong

The Grade 11 Students’ Representation of Liquid from Physics Learning through Predict-Observe-Explain (POE) Approach


24. Lai Ying Ying, Hashimah Alimo and Sopia Md Yassin

Integrating Content And Language: Exploring Teaching And Learning Practices Of A Biology Excellent Teacher


25. Lay Yoon Fah, Khoo Chwee Hoon and Jenny Cheng Oi Lee

The Relationships Among Integrated Science Process Skills, Logical Thinking Abilities, And Science Achievement Among Rural Students Of Sabah, Malaysia


26. Lim Chiew Yang and Wahyudi

Secondary School Students’ Perceptions of Teacher–Student Interaction and Their Classroom Learning Environment

[Abstract]

27. Linda Toh, Devadason Robert Peter, and Ng Khar Thoe

Promoting Continuing Professional Development via Lesson Study Approach: An Experience of a Research Lesson for Science Learning via ICT Integration

[Abstract]

28. Maimunah Husien and Zurida Ismail

Product Creativity Assessment For Design Education In Engineering Technology

[Abstract]

29. Maitree Inprasitha A Model for Implementing Lesson Study in APEC Member Economies: A Thai Experience

[Abstract]

30. Marmon A. Pagunsan Educational Television Teacher Training: The Need, Experiences and Insights

[Abstract]

31. Marvin C. Casalan and Marmon A. Pagunsan

Teacher Training: The Church-Based Youth Organization Initiative [Abstract]

32. Michael Kateifides Enhancing Science/Mathematics Models By Embedding Psychology of Language

[Abstract]

33. Michael Kateifides Congruency Between Language and Science/Maths for Accelerated Learning

[Abstract]

34. Mohamad Termizi bin Borhan and Zurida binti Hj Ismail

Promoting Environmental Stewardship Through Project-Based Learning


35. Mohidin Bin Haji Noordin and Bob CS Yong

Students’ Achievement And Language Problems In Learning Biology In English In Public And Private Schools


36. Muhamad Ikhwan Mat Saad, Ong Eng Tek and Sadiah Baharom

Self-Regulated Learning: Gender Differences In Motivation And Learning Strategies Amongst Malaysian Science Students


37. Nazlinda bt Abdullah University Students’ Problem Solving Skills In Dealing With The Basic Parallel Resistors Circuits


38. Ng Khar Thoe Enhancing Lesson Improvement Cycles for Inspirational Teaching (ELICIT): An Experience of In-Service Training Model to Elicit Teachers’ Innovative Ideas for Values-Based Water Education


39. Ng Khar Thoe and Dominador D. Mangao

Learning Science and Mathematics Beyond the Classroom Through Student Research to Promote Scientific Literacy


40. Nophakun Ngaewkoodrua and Paisan Suwannoi

Scientific Creative Thinking’ Students on Science Technology and Society (STS) Approach


41. Nor Erawadi Haji Ibrahim Suggestions for Practical Approaches towards Enhancing Mass Students’ Achievement in Science


42. Nualpak Wongkrasan, Wimol Sumranwanich and Chokchai Yuengyong

Thai Grade 11 Students’ Decision Making Process about Biotechnology


43. On-anong Sonsanam and Wancharee Mungsing

Enhancing Grade 12 Students’ Everyday Life Problem Solving Ability and Learning Achievement about Human and Sustainable Environment Through Science Technology and Society (STS) Theme


44. Ong Eng Tek and Kenneth Ruthven

The Character of Science Teaching In the Malaysian Smart Schools: Results from Classroom Observation Records


45. Pleanjai Faysong and Chokchai Yuenyong

An Analysis Of Grade 11 Students’ Technological Capability Through Teaching and Learning about Sound Wave on Science Technology and Society Approach (STS Approach)


46. Rosarina Carpignano, Giuseppina Cerrato,

Science Teaching In The Primary School: A Comparison Between Good Practices Developed In France And In Italy In The Twentyfirst


Daniela Lanfranco and Elisa Meloni, Tiziano Pera

Century

47. Ruttanaporn Klangmanee and Wimol Sumranwanich

The Development of Grade 5 Thai Students’ Metacognitive Strategies in Learning about Force And Pressure through Predict Observe Explain (POE)


48. Salamah Agung An Analysis of Current Status of Teachers in a Centralized yet Decentralized Education System: A Case Study of Madrasah (Islamic Schools) Science Teachers in Indonesia

[Abstract]

49. Salmiza Saleh, Lilia Halim and T. Subahan Mohd. Meerah

The Development And Assessment Of Brain Based Teaching Approach In The Context Of Form Four Physics Instruction


50. Salwati binti Yaakub and Zurida Ismail

Environmental Literacy of Malaysian Secondary School Students [Abstract] [Full Paper]

51. Sattiya Langkhapin Achieving Educational Soundness for Science Mathematics and Technology Digital Resource Instructional Design


52. Sirilak Nachai and Sunti Vichakanalan

The Development of Learning and Teaching Activities for Enhancing Grade 11 Students’ Physics Learning Achievement and Scientific Problem Solving through Inquiry Cycle (5ES)


53. Siti Hadiati Nugraini, Koo Ah Choo and Hew Soon Hin

The Proposed Conceptual Framework Of E-Audio Visual Biology For Teaching And Learning In Indonesia Senior High Schools


54. Hjh Siti Sabariah Hj Damit, Yuhana Yunus, Mardianah Pungut, Hjh Siti Faridah Hj Abd Manaf, Hjh Norhani Hj Ahmad

The Use of ICT as a Tool to Help Improve Pupils Understanding in the Natural Processes and Human Activities

[Abstract]

55. Songkran Moonsrikaew and Chokchai Yuenyong

Grade 11 Students’ Representation about Fluid in Learning Based on Constructivist Theory through Predict-Observe-Explain (POE)

[Abstract]

56. Tan Ming Tang Conceptions of Scientific Evidence in Investigative Tasks Among Trainees in a Teacher Training Institute in Kuching


57. Tarntip Chantaranima and Chokchai Yuenyong

Grade 11 Students’ Capability of Analytical Thinking and Attitude Toward Science Through Teaching and Learning About Sound Based On Science Technology and Society (STS) Approach


58. Thidarat Soyjak and Chokchai Yuenyong

Students’ Normative Decision Making in Learning about Newton’s Law of Motion with Applying the Philosophy of Sufficiency Economy through Science Technology and Society (STS) Approach


59. Tianthong Diraksa and Phairoth Termtachatipong

The Development of Grade 10 Students’ Analytical Thinking Ability and Learning Achievement about Heredity by Using Constructivist Theory Teaching Strategies Based on Underhill Approach


60. Wanngam Marakrong and Chokchai Yuenyong

Enhancing Thai Students’ Scientific Literacy in Learning About World Phenomenon and Space Technology through Yuenyong (2006) Science Technology and Society (STS) Approach


61. Yubol Thongvichai , Wimol Sumranwanich and Chokchai Yuenyong

Grade 8 Students’ Awareness and Capability of Analytical Thinking About Food and Surviving in Learning Through Science, Technology, and Society (STS) Approach


62. Zainol Budiman, Lilia Halim, T. Subahan Meerah and Kamisah Osman

Cognitive Conflict Management Module and its Effect on Cognitive Development and Science Achievement


63. Zanariah Lazim, Mohd Izar Kasturi Ibrahim, M. Al-Muz-zammil Yasin, Hj. Meor Ibrahim and Kamaruddin

Pedagogical Skills and Contents Mastery Among Science Teacher Trainees at The Faculty of Education, Universiti Teknologi Malaysia


64. Zhang Baohui Epistemology and Subject Ontology in Student Science Learning [Abstract]

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Mathematics Education Papers

No. Author Name Paper Title View View 1. Aida I. Yap and Teresita

R. Mañ alac Collaborative Lesson Research and Development for Teaching and

Learning of Mathematics [Abstract] [Full

Paper]

2. Allan Leslie White Counting On: A Diagnostic and Remedial Mathematics Intervention for Middle Years Students


3. Allan Leslie White Newman's Error Analysis' Impact upon Numeracy and Literacy [Abstract] [Full Paper]

4. Amy Chin Ying Siew and Pumadevi Sivasubramaniam

Examples And Conceptual Understanding of Proper Fractions among Primary School Students


5. Asghar Moradi Vais and Ebrahim Reyhani

The Role of Geometry in Preparation of Mathematics Teachers [Abstract] [Full Paper]

6. Asmah Ahmad, Noor Shah Saad and Sazelli Abdul Ghani

Mathematical Problem-Solving Behaviors of Mathematics Teachers [Abstract]

7. Azizan Binti Zainal Abidin Integrating Electronic Portfolio Assessment in the Teaching and [Abstract] [Full

and Fatimah Binti Saleh Learning of Differential Equations Paper] 8. Catherine Attard Student Perspectives of Mathematics Teaching and Learning in the

Upper Primary Classroom [Abstract] [Full

Paper]

9. Chew Cheng Meng, Lim Hooi Lian and Noraini Idris

Pre-Service Secondary Mathematics Teachers’ Geometric Thinking and Course Grade


10. Chih-Yeuan Wang How Secondary Mathematics Mentor Teachers Think and Do for Mentoring Mentee Teachers


11. Ebrahim Reyhani and R. Arabzadeh

The Role of Visualization in Mathematical Problem Solving [Abstract]

12. Fahainis Mohd Yusof, Ruzlan Md-Ali and Arsaythamby Veloo

Teachers’ Oral Competence: Bridging Pedagogical Skills and Content Knowledge in The Teaching of Mathematics and English in Secondary Schools

[Abstract]

13. Fang-Chuan Chang Exploring the Gap of Urban-Rural Student Achievement Impacted Factors: Taiwan’s Grader 8 in TIMSS 2003


14. Farida Kachapova and Ilias Kachapov

Geometric Interpretation of Optimal Portfolio [Abstract] [Full Paper]

15. Fateme Valinejad, Elahe Aminifar and Shahrnaz Bakhshalizadeh

The Impact of the Newgraph Educational Software on the Conceptual Perception of the Graph Theory


16. Hasbee Hj. Usop, Hong Kian Sam, Nur A’ain Sabri and Tan Kock Wah

Factors Causing Mathematics Anxiety Among Undergraduate Students


17. Hwa Tee Yong, Max Stephens and Lim Chap Sam

Assessing Students’ Mathematical Thinking: Can It Work? [Abstract] [Full Paper]

18. Ismail Kailani and Azrina Baharuddin

Expressing Mathematical Ideas in Writing [Abstract]

19. Jana Kokkinos Does Prior-To-School Mathematics Exist In Practice? [Abstract] [Full Paper]

20. Jonny B. Pornel What Makes an Educational Game Effective? [Abstract] 21. Kamel Al-Khaled Understanding Mathematics in Higher-Dimensional Nonlinear

Systems [Abstract]

22. Karen McDaid The Implications of Policy Mandated Professional Development on New Scheme Mathematics Teachers and Their Practices – A Position Paper


23. Khoo Chwee Hoon and Lay Yoon Fah

An Investigation of Factors that Contribute to Rural Students’Mathematics Achievement: A Structural Equation Modelling Approach


24. Kiranjit Kaur and Pumadevi Sivasubramaniam

Examples and Conceptual Understanding of Equivalent Fractions Among Primary School Students


25. Kit Ee Dawn Ng and Gloria Ann Stillman

Patterns of Thinking Skills Application During Collaborative Work in a Longitudinal Mathematically-based Interdisciplinary Project


26. Koo Ah-Choo, Ahmad Rafi Mohamed Eshaq, Teoh Sian-Hoon and Khairul Anuar Samsudin

Pedagogical Guide for Geometry Education [Abstract] [Full Paper]

27. Kor Liew Kee, Tan Khan Aun and Lim Chap Sam

Use of Geometer’s Sketchpad (GSP) in Teaching “Plan and Elevation”


28. L. Bazzini, C. Sabena and B. Villa

Meaningful Context in Mathematical Problem Solving: A Case Study [Abstract] [Full Paper]

29. Leong Yong Pak Language and the Teaching and Learning of Mathematics and Science

[Abstract]

30. Levi Esteban Elipane Intimations of the Japanese Lesson Study Towards the Achievement of Competency Standards for Mathematics Teacher Education in the Philippines


31. Lim Hooi Lian, Wun Thiam Yew, Chew Cheng Meng and Noraini Idris

Assessing a Hierarchy of Pre-Service Teachers’ Algebraic Thinking of Equation


32. Linda Marshall and Paul Swan

Parents as Partners [Abstract] [Full Paper]

33. Mageswary Karpudewan, Zurida Ismail and Norita Mohamed

Students’ Views/Perceptions on the Implementation of Green Chemistry Experiments in the KBSM Chemistry Curriculum

[Abstract]

34. Mal Shield and Shelley Dole

An Analysis of Middle –Years School Mathematics Textbooks [Abstract] [Full Paper]

35. Maman Fathurrohman, Ilmiyati Rahayu and Hepsi Nindiasari

Development of Mathematical Board Game for Students of Elementary Schools to Avoid Mind in Chaos To Mathematics


36. Manabu Tonishi, Naoto Nakamura and Fumiko Yasuno

Development of a Web-Based Computerized Testing System for Mathematics Using a TabletPC


37. Mohd Sazali Khalid, Maizam Alias and Wahid Razally

The Effect of Collaborative Computer Aided Learning on Problem Solving Skills in Algebra Among Polytechnic Students


38. Munirah Ghazali, Rohana Alias, Noor Asrul Anuar Ariffin and Ayminsyadora

Identification of Students Intuitive Mental Computational Strategies For 1, 2 And 3 Digits Addition and Subtraction: Pedagogical and Curricular Implications


Ayub 39. Nafisah Kamariah Md

Kamaruddin and Zulkarnain Md Amin

Implementation of Contextual System in Malaysian First Year Mathematics Course


40. Natanael Karjanto and Su Ting Yong

Some Pros and Cons on Implementing Parallel and Block Teachings for Mathematics Modules


41. Ngo Lea Kin and Pumadevi Sivasubramaniam

Primary School Students’ Understanding of the Concept of Fractions in Symmetrical Shapes


42. Norjoharuddeen Mohd Nor and Noraini Idris

Assessing The Elements of Reasoning Used by Students When Drawing Informal Inferences from the Comparison of Box Plots

[Abstract]

43. Noor Shah Saad, Rajendran Nagappan, Nagendralingan Ratnavadivel, Sopia Md. Yasin, Lim Chong Hin and Idris Mohd Radzi

The Attributes of Teachers’ Pedagogical Decision Making Qualities in Mathematics Classroom


44. NurulHidayah Lucy Abdullah and Ong Saw Lan

Use of Performance Task in Assessing Year Six Students’ Levels of Mathematical Thinking


45. Ong Ewe Gnoh, Lim Chap Sam and Munirah Ghazali

Examining the Changes in Novice and Experienced Mathematics Teachers’ Questioning Techniques Through the Lesson Study Process


46. Parmjit Singh, Afandi Bin Sahari and Nazariah Moideen

An Analysis of the Distribution of Word Problems in Primary School Mathematics Textbooks Used in Malaysian Schools


47. Parmjit Singh An Assessment of Number Sense and Mental Computation among Secondary School Students

[Abstract]

48. Paul Swan and Linda Marshall

Mathematics Games as a Pedagogical Tool [Abstract] [Full Paper]

49. Pongchawee Vaiyavutjamai

Using Mind Maps to Investigate Tenth-Grade Students’ Concept Images of Quadratic Function


50. Pumadevi Sivasubramaniam

Success Is Not an ‘I’ Game [Abstract] [Full Paper]

51. Reza Heidari Ghezeljeh and Zahra Gooya

The Context Evokes Understanding! [Abstract] [Full Paper]

52. Rohana Alias, Munirah Gazali and Muhamad Faiz Dali

Students Number Sense When Solving Problems Presented in Pictorial Representation


53. Rohani Ahmad Tarmizi and Sahar Hayat

Assessing Metacognitive Strategies During Algebra Problem Solving Performance Among University Students

[Abstract]

54. Ruzlan Md-Ali Establishing Procedural Skills in Oral Communication Mathematics Classroom

[Abstract]

55. S. Kanageswari d/o Suppiah Shanmugam and Ong Saw Lan

Comparing the Mathematical Achievement of Limited English Proficient (LEP) and Non-LEP Students Using Bilingual Test Booklet


56. Sara Qeisari Godarzi, Elahe Aminifar and Shahrnaz Bakhshalizadeh

The Impact of Using Computer Algebra Systems (CAS) in Teaching and Learning of “Double Integral”


57. Seyed Hosein Abdolahi, Seyed Hasan Alamolhoda and Elahe Aminifar

The Effectiveness of Working Memory and Mathematics Anxiety on Students’ Mathematics with Different Learning Style in Calculus Word Problem Solving


58. Sim Kwong Hui And Pumadevi Sivasubramaniam

Understanding The Concept of Equivalent Fractions in Symmetrical Shapes Among Primary School Students in Malaysia


59. Soheila Gholamazad Proving Through Mathematical Dialogue [Abstract] [Full Paper]

60. Somkuan Srichompoo and Maitree Inprasitha

Integrating Mathematics Content with Geometry through Open-Ended Situation

[Abstract]

61. Suhaidah Tahir and Hamzah Nun

Understanding Children Mathematical Reasoning in Solving Mathematics Problems


62. Tan Khan Aun, Leong Chee Kin and Ng Khar Thoe

Enhancing Mathematics Processes and Thinking Skills in Values-Based Water Education

[Abstract]

63. Tay Kim Gaik, Kek Sie Long and Rosmila Abdul-Kahar

Solving Non-Linear Systems by Newton’s Method Using Spreadsheet Excel


64. Tay Kim Gaik and Rosmila Abdul-Kahar

Squeezing the Most Out Of Casio Fx-570es Calculator For Matrix Computation in Numerical Methods


65. Teoh Boon Tat and Warabhorn Preechaporn

Illustrating the Frame That Works in the Mathematical Curriculum Framework: A Proposal

[Abstract]

66. Wanty Widjaja Enhancing Prospective Teachers’ Pedagogical Content Knowledge (PCK) Using Classroom Video Cases


67. Wanty Widjaja, Ahmad Fauzan and Maarten Dolk

The Role of Contexts and Teacher’s Questioning to Enhance Students’ Thinking


68. Warabhorn Preechaporn and Teoh Boon Tat

Spreadsheet: Empowering the Students in the Mathematics Classroom

[Abstract]

69. Wasukree Jaijan The Thai Mathematics Curriculum and Mathematical Connections [Abstract] [Full

work

Highlight

work

Highlight

Paper] 70. Wipaporn Suttiamporn

and Suladda Loipha How to Develop Mathematical Creativity: Suggestion From APEC

Lesson Study Project [Abstract]

71. Wong Lee Meng and Pumadevi Sivasubramaniam

The Conceptual Understanding of Fractions as Part of A Set Among Year 5 Students


72. Yusminah Mohd Yusof, Effandi Zakaria and Khalid Abdullah

A Case Study of Teachers’ Pedagogical Content Knowledge of Functions


73. Zahra Gooya and Cynthia Pratt Nicolson

Integrated Mathematics in the Elementary School [Abstract] [Full Paper]

74. Zaynab Ghorbani Sisakht, Farzaneh Nowroozi Larki and Shahrnaz Bakhshalizadeh

The Role of a Multi-Representational Instruction in the Understanding of Fractions in Elementary Mathematics


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Workshop Presentations

No. Author Name Paper Title View 1. Cesar B. Bermundo,

Neva S. Bermundo, and Alex B. Bermundo

Test Checker and Item Analyzer with Statistics [Abstract]

2. Masami Isoda The 'DBook' Freeware for Developing Interactive E-Textbooks from Your Printed Texts: The Case of The Historical Textbook by Schooten (1646)

[Abstract]

3. Norita Mohamed and Zurida Hj Ismail

Microscale Chemistry Experiments for Secondary Schools [Abstract]

4. Norjoharuddeen Mohd Nor

Using Fathom2-Based Tasks in Developing Informal Inferential Reasoning in Statistics

[Abstract]

5. Puteri Anis Aneeza Zakaria

eInstruction’s Classroom Performance System [Abstract]

6. S.C.S. Sastry Mathematics Lab Experiment [Abstract] 7. Tay Bee Lian Exploring Probability Distributions with The Ti84 Plus Graphing

Calculator [Abstract]

8. Viji K. Sundar My Experiences in Authentic Assessment in Pre-Service Mathematics Courses

[Abstract]

9. Wan Noraini Wan Daud Nor Azhar Ishak Siti Hafizah bt M TahirNensirati bt Supahan

Process Skills Workshop [Abstract]

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Copyright © 2009 By SEAMEO RECSAM., All rights reserved.

THE EFFECTIVENESS OF WORKING MEMORY AND MATHEMATICS ANXIETY ON STUDENTS’ MATHEMATICS WITH DIFFERENT LEARNING

STYLE IN CALCULUS WORD PROBLEM SOLVING

Seyed Hosein Abdolahi Shahid Rajaee Teacher Training University, Iran

<[email protected]>

1

Seyed Hasan Alamolhoda Ferdowsi University of Mashhad, Iran

<[email protected]> Elahe Aminifar

Shahid Rajaee Teacher Training University, Iran <[email protected]>

Abstract

In this research, the relationship between working memory, mathematics anxiety and learning style (Field-dependence/Field-independence) and the effects of them on calculus word problem solving was examined. An experimental group consists of 143 students aged 17-18 years old who study mathematics has been tested with two mathematics exams based on Witkin‟ s learning style (Group Embedded Figures Test) and Digit Span Backwards Test (DBT). The results showed there is a statistical significant of effectiveness of learning style (FD/FI), working memory and mathematics anxiety on calculus word problem solving. Furthermore, the correlation between capacity of working memory, mathematics anxiety and learning style (FD/FI) is significant. In total, results clearly indicated that some of practical problems can be used for getting skills related to calculus word problem solving for teaching and fostering learning mathematics.

Introduction

Learning is a mental activity and people process information indifferent ways. Therefore, it is essential to consider individual differences in both teaching and learning. Factors such as working memory, mathematics anxiety and learning style are determining individual features in learning, it is really necessary to pay enough attention to such components in learning.

In this study the following factors are investigated in calculus word problem solving (WP): �working memory (WM); � learning style field dependence/independence (FD/FI), and �mathematics anxiety (MA)

Mathematical Word Problem

Lave (1992) defines word problem as: the word problem of verbal expressions is a problem in which one or more questions are said and the answers can be worked out using math operations and the numeric data existing in the stem of the question. In most of word problems, students calculate the answer according to given values and the mathematical relation between these values. Lave (1992) explained two structural aspects of word problem which is hidden, as follows:

� Mathematical structure which includes given values and mathematical operations which calculate the unknown values using given values. � Meaning structure which includes the methods that the problem context pointed out to a relation of the mathematical operation.

Kintsch (1985) believes that word problem is a good opportunity to study the mutual effect of verbal and mathematical processes on each other, perceiving the problem context and operating mathematical calculations because every word problem introduces the conditions of a problem through a context. Also Larkin and et al. (1980) expressed that key factors for mathematical problems are translating word expressions into mathematical language and writing a collection of mathematical equations (cited in Haghverdi, 2007). Students express great difficulties in handling a word or story problem (Alamolhodaei, 2002; Ekbia & Alamolhodaei, 2000; Nickson, 2004). The order of information, the relation between known and unknown and the transition from known to unknown all influence understanding of a story problem on younger learners (Labored, 1990; Orton, 1992). It seems that the mathematical word problem exam is a more distinctive and challenging task than the ordinary mathematics task (Alamolhodaei, 2002).

Working Memory The working memory is that part of the brain where we hold information to work upon, organize and shape it before storing in long- term memory for further use (Johnstone, 1984, 1991). Working memory is of

limited capacity and individuals differ in their working memory space. Any overload on it leaves students with no space forethought and conceptual organization and so faulty learning takes place (Cowan, 2005; Johnstone, 1984, 1991). What do these findings suggest for the role of working memory in mathematics problem solving? The importance of memory can vary in different problem solving situations. But, it seems that good memory of relevant information is related to efficient problem solving (Hambrick & Engle, 2003). Working memory deficiency also relates to lower achievement in mathematics and academic performance in general (Swanson, 1994). There have been several reports on the critical role of working memory in mathematics understanding and maths performance. For example, Geary and Widaman (1992) demonstrated that WM was closely related to skill in arithmetic problem solving. Studies reported by Adams and Hitch (1998) suggested that mental arithmetic performance relies on the resources of working memory. In addition, Ekbia and Alamolhodaei (2000) reported that schoolboys with higher WM capacity were more successful than those with lower WM in the mathematical problem solving, particularly word problems.

Field Dependence/Independence Field dependence/independence (FDI) or disembeding ability cognitive style represents the ability of students to disembed information (cognitive restructuring) in a variety of complex and potentially misleading in structural context (Niaz, 1996). FDI is a widely used dimension of cognitive style in education which specifies learner‟ s mode of perceiving cognitive restructuring, thinking, problem solving and remembering (Witkin & Goodenough, 1981). Some students rely on the organization of the field as a whole and have more difficulty than others in separating signals from noise and hence tend to overload with information. These are classed as field-dependent (FD). In contrast, field-independent (FI) learners can abstract an item from a surrounding field and workout problems that have a vital component of overloading his ability to process information (Johnstone & Al- Naeme, 1991; Within & Goodenough, 1981). The theory of field dependence has a number of implications for learning and memory processes. The greater capacity for cognitive flexibility of the FI student has been reported as compared to the FD student. In addition, FI learners are more efficient than FD learners in the recall of information stored in short term memory when interference is possible when the information load is high. In general, the FI and FD students maydiffer in the effectiveness of their cognitive performance in certain situations; FD students need more working memory space to compensate for their field-dependence characteristic. However, when the information load is low and no interference is present, FI and FD students do not differ (Johnstone & Al- Naeme, 1991; Johnstone et al., 1993; Niaz, 1996). On the other hand, several researchers have demonstrated the importance of field-dependency in science education and mathematical problem solving, in particular word problems (Alamolhodaei, 2009; Ekbia & Alamolhodaei, 2000; Johnstone & AI-Naeme, 1991; Witkin & Goodenough, 1981).

Math Anxiety Mathematics anxiety is defined as a feeling of tension, apprehension, or fear that interferes with math performance (Richardson & Suinn, 1972). Math anxiety usually arises when students are faced with unknown or ambiguity and find it frightening rather than enjoyably challenging. Math anxiety is not an isolated phenomenon as it originates and persists within a complex learning process with serious long-term effects (Bessant, 1995). Aminifar (2007) drew on suggestions by Lowe and Cook (2003) and wrote “The rapid transfer from family and school to university may create anxiety and distress, undermining students‟ normal coping mechanisms with the consequent impact, under-achievement and dropping-out” (p. 18). In recent years, the study of math anxiety and the study of mathematical cognition are two areas that have begun to become covered in research and theory. In fact, relationships between cognitive and affective components of math anxiety have been analyzed (Ashcraft & Kirk, 2001). A negative relationship between math anxiety and math achievement has been found across all grade levels, k-college. Math anxiety is often associated with relatively low performance in mathematical activity (Bessant, 1995). Highly math anxious students are characterized by a strong tendency to avoid math, especially in females (Ashcraft, 2002; Bessant, 1995). In addition, math anxiety disrupts cognitive processing by compromising ongoing activity in working memory and hence any mathematical processing that relies on it. Students with high math anxiety demonstrated a smaller working memory span (Ashcraft, 2002). The main aim of the present study is to identify student‟ s difficulties associated with mathematical problem solving, in particular word problems. The focus of this research was to provide a profile of learner‟ s performance with different working memory capacity (WMC), different cognitive styles (FD/FI), and levels of math anxiety (MA) in tackling mathematical problems. The objectives of the study were as follow:

� to discover whether there was a relationship between students WMC, FD/FI style, MA and WP; �to discover whether low WMC students exhibit high MA compared to high WMC; � to test whether FD students represent high MA compared to Fl students;

2

� to determine whether students with high WMC show better performance than low WMC in the calculus word problem solving; � to determine whether FD students show better performance than FI students in the calculus word problem solving, and � to determine if students with low MA perform better than high MA students in the calculus word problem solving.

Methodology

Participants The sampling was done by randomly selecting 143 male and female students who study mathematics

in 3rd

year of high school (Table 1). They were 17-18 years old and they have been in 6 separate schools. Table 1

Gender distribution N Percent

Male Female

7370

3

5149

Total 143 100

Procedures The research instruments were:

� Digit Span Backwards Test (DBT). � Group Embedded Figures Test (GEFT) (Oltman, Raskin & Witkin 1971). � Mathematics Anxiety Rating Scale (MARS). � Calculus word problem Exams.

Digit Span Backwards Test (DBT) For the measurement of the student‟ s working memory capacity (WMC), DBT has been quoted as the normal test (Johnstone, Hogg & Ziane, 1993). The digits were to be read by an expert and the students were required to listen carefully, then turn the number over in their mind and write it down from left to right on their answer sheets. Students were tested by DBT 2 times within 2 months as a test and retest. The Pearson correlation between the test and retest was significant, p < 0.001. Students who scored above the sample mean were labeled as high WMC and those who scored less than the sample mean, as low WMC one. Table 2 shows this distribution.

Table 2 The students WM distribution over the sample

N Percent low high 79 64 55.2

44.8Total 143 100 Learning styles measure

On the test, subjects are required to disembed a simple figure in each complex figure. There are 8 simple and 20complex figures, which make up the GEFT. Each of the simple figures is embedded in several different complex ones. Students‟ learning styles were determined according to a criterion used by (Alamolhodaei, 2002). An analysis of data is shown in Table 3. For identifying FD/FI students, the following algorithm was used:

1. When the students’ grade is more than mean +1/4SD, s/he has an FI learning style. 2.When this grade is less than mean-1/4SD, s/he has an FD learning style. 3. When the grade is in between mean-1/4SD, mean+1/4SD, s/he is grouped under ‘Fint’.

Table 3 The distribution of learning styles over the sample

N Percent FD

Fint FI 553454

38.423.837.8

Total 143 100

Mathematics Anxiety Rating Scale (MARS) Level of anxiety was determined by the score attained on the Math Anxiety Rating Scale (MARS), which had been used recently in the Faculty of Mathematical Sciences, Ferdowsi University of Mashhad. It consists of 30 items, and each item presented an anxiety arousing situation. The students decided the degree of anxiety and abstraction anxiety aroused using a five rating scale ranging from „very much‟ to „not at all‟ (5 to 1). These items were used to identify abstraction anxiety, according to Ferguson (1986). For instance, one of the questions was “Which of the following items and how much they cause anxiety to you:

� Solving a calculus problem on whiteboard very much, quite a lot, moderately, somewhat, not at all �Finding domain and range of a function very much, quite a lot, moderately, somewhat, not at all

Cronbach‟ s alpha, the degree of internal consistency of (MARS) items for this study, was estimated to be 0.88. The score ranged from 30 to 150 with the mean of 90.69. The sample was divided into high/low MA groups. Table 4 shows the number of students in these 2 classifications in the sample study.

Table 4 The distribution of MA over the sample

N Percent high low 72 71

4

50.349.7

Total 143 100 Calculus Word Problem Test

First, 13 word problem questions of calculus was made by the researcher. Eight out of 13 questions were finally chosen by several experienced mathematics teachers and professors. The test has 40 point totally with each question having 5 points. One hundred and forty-three candidates were given the test. The mean grade was 25.85 and the minimum and maximum grades were 8 and 39, respectively. Cronbach‟ s alpha was obtained 0.85. Two samples of word problem tests that used in this study are as follow:

1. Two lamp posts are located 30 meters far from each other. One‟ s height is 12 meters and the other‟ s height is 28 meters. They should be hold by two strings in a way that both of them should be connected to the earth with nail and the other end should be reached to the upper end of the lamp posts. Where should we hit the nails to spend the least strings? 2. An airplane flying with the speed of 300 kilometers per hour is traveling the distance between two towns of A and B which is 600 kilometers, from town A to town B. This airplane speed in the return journey is 600 kilometers per hour. Find the average speed of going and return journey.

Results

As to the first objective of this study, a relationship was found between students WM, FD/FI, and MA scores. The Pearson‟ s correlation between these psychological variables was significant at the 0.001 level (Table 5).

Table 5 Pearson’s correlation between students WM, FD/FI , and MA scores

Group WM FD/FI MA WP WM

FD/FI MA WP

1 0.285 -0.3270.247

0.285 1

- 0.2640.358

- 0.327 -0.2641 - 0.399

0.2470.358 -0.399 1

The second objective was to determine whether low WM students exhibit higher MA as compared with high WM students. SD in MA test related to low/high WM are shown in Table 6. Students‟ mean scores in MA test indicate that low WM students obtained higher means than high WM students in MA test, p = 0.001.

Table 6 Mean scores & SD of MA in different groups of WM

Group MA Mean SD

Low WM (N = 79)High WM (N = 64)

94.7585.67

15.6015.87

The third objective of the study was to discover whether FD students show a higher MA than Fl students. According to the mean scores of students in Table 7, the FD students obtained a higher mean compared to FI students in MA test. To maximize the effect of learning style, the results of FD and Fl group

were compared, and the intermediate group (Fint) was ignored. Based upon t-test for independent samples of FD and FI on mean scores of MA, significant differences were found between two groups of cognitive styles at p = 0.004. Table 7 Mean scores & SD of MA in different groups of FD/FI

Group MA Mean SD

FD (N = 55) FI (N = 54)

5

94.4285.78

16.9616.13

The comparison between performance of the student with high and low WMC in the Calculus word problem solving was the fourth objective of this study. According to t-test for independent samples of the students with low and high WM capacity on mean scores of the Calculus word problem Exams (WP), a significant difference was found between two groups, p = 0.001.This confirms the superiority performance of high WM students compared to low WMC space in the problem solving activity. Table 8 shows the results of this analysis.

Table 8 Mean scores & SD of low/high WM in word problem exam

Exam WM Mean SD WP low high 24.15 27.91 7.41

7.02

The fifth objective was to determine whether FD students show better performance than FI students in the calculus word problem solving. According to the mean scores students, FD students better results compared to FI students in the calculus word problem exam. The result of one-way ANOVA for both groups of FD/FI showed that all were significantly different in terms of mean scores obtained in calculus word problem exam at p < 0.001. According to Duncan Multiple Range Test at 0.05 level there was a significant difference between the mean scores obtained in calculus word problem solving by the students. Of the groups investigated here FI students got the highest mean scores in calculus word problem solving. The equality of letter A for the other two, i.e. FD/Fint groups showed no significant difference, p = 0.112 (Table 9).

Table 9 Mean & SD of FD/Fint/FI in word problem exam

Group WP Difference Mean SD

FD (N = 55) Fint (N = 34) FI (N = 54)

A A B

23.1625.5428.72

6.847.666.94

The sixth objective was to determine if students with low MA perform better than high MA students in the calculus word problem solving. According to the mean scores students with low MA achieved better results compared to high MA students in calculus word problem solving. Table 10 exhibits these results (p < 0.001).

Table 10 Mean & SD of MA in word problem exam

Group WP Mean SD

Low MA (N = 72) High MA (N = 71)

28.6823.01

7.3576.451

The analysis of scores of the working memory (WM), learning style field dependence/independence (FD/FI), and mathematics anxiety (MA) in calculus word problem solving (WP) commenced with a step-wise multiple regression using a forward selection of variable to identify the best model. The model shows the connection between students‟ ability in calculus word problem solving (Z), mathematics anxiety (X) and learning style field dependence/independence (Y). The final model was described by the equation:

Z = 34.235 – 0.149 X + 0.541 Y. This model shows that the students‟ ability in calculus word problem solving is dependent to just

mathematics anxiety and learning style field dependence/independence (p < 0.001).

Discussion This study shows a relationship between cognitive styles (FD/FI), math anxiety, and students‟ working

memory capacity. The FD students tended to score higher on the math anxiety test than the Fl students. Moreover, these findings exhibited that the low capacity students show high math anxiety compared to the high capacity students. It was also observed that students with high math anxiety tend to show weak performance in the mathematical problem solving. Based upon the students‟ performance in calculus word problem solving, the high working memory learners achieved significantly higher results than low working memory learners. Findings of this study support previous claims that working memory capacity could predict mathematical performance.

Also, the present study supports the previous findings that math anxiety could affect students‟ mathematical performance. In other words, low math anxiety students exhibit better results in the mathematical problem solving as compared to the students with high math anxiety. Therefore, as mathematics teacher one should help and encourage the students to use the strategies that lead to the reduction of their math anxiety, and better using of their working memory capacity. It seems it‟ s important that mathematics teachers are made aware of the role played by cognitive and affective factors as predictor variables in determining student success. This study has found that students who score higher on cognitive variables (WM and FD/EI) and who score lower on affective ones (MA) not only have a better chance of solving ordinary mathematics problems, but they have also shown better results in solving word problems. There is a need that mathematics teachers should be aware of the essential informational dimensions of a word problem and thus avoid working memory overload. As a teaching strategy, it is suggested that student to be familiar with task analysis, including the analysis of the information provided at the student from various sources, organizing and processing of the problem.

As a mathematics teacher, we should pay attention to how students think and learn, therefore, making the necessary opportunity for all students with different cognitive styles (FD/FI). Working memory capacity, and math anxiety to be equally involvement in classroom activities and problem solving, in spite of some difficulties. These findings might help mathematics teachers to provide some practical ways for adapting teaching, effective learning, and problem solving.

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