Staff View: Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min

Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min

This study is based on the theory of radical constructivism which aims to identify Year Six Mathematics teachers' understanding of the division of whole numbers. The design of this study is a case study involving six primary school mathematics teachers in Selangor and Melaka who were selected t...

Full description

Saved in:

Bibliographic Details
Main Author:	Hoi , Sim Min
Format:	Thesis
Published:	2018
Subjects:	LB1501 Primary Education QA Mathematics
Online Access:	http://studentsrepo.um.edu.my/8801/1/Hoi_Sim_Min.pdf http://studentsrepo.um.edu.my/8801/10/sim_min.pdf http://studentsrepo.um.edu.my/8801/
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my.um.stud.8801
record_format	eprints
spelling	my.um.stud.88012021-02-16T19:08:37Z Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min Hoi , Sim Min LB1501 Primary Education QA Mathematics This study is based on the theory of radical constructivism which aims to identify Year Six Mathematics teachers' understanding of the division of whole numbers. The design of this study is a case study involving six primary school mathematics teachers in Selangor and Melaka who were selected through specific purposive sampling method. Data was collected through five clinical interviews involving mental images, representations, meaning, reasoning and problem solving, which was captured on video. The results showed that the mental images of division of whole numbers of teachers are classified into five categories, namely symbolic, conceptual, procedural, figurative, and practical. In addition, representation number sentences of division of teachers are classified into four categories, namely figurative, operative, procedural and symbolic, while the representation diagrams of continuous and discrete of division of whole numbers can only be classified in one category, that is symbolic. The study also found that teachers have four interpretations of the meaning of division, four interpretations of the meaning of divisor, six interpretations of the meaning of quotient, and five interpretations of the meaning of dividend respectively. In addition, teachers have two reasonings in problem solving involving division of whole numbers, namely deductive reasoning and inductive reasoning. This study also found that teachers have four general patterns of thought and an algorithm to solve the problem of division of whole numbers, that is, the general pattern of thought of partition, measurement, repeated subtraction, the inverse of multiplication , and long division algorithm. In conclusion, teachers construct a general pattern of thought of division of whole numbers in the context of doing arithmetic activities and they form the interconnections between different general patterns of thought that are used to give meaning to a particular situation. The implications of this study include further research to identify whether the general pattern of thought of the division of whole numbers of teachers is developed in certain stages. Even though continuous and discrete materials are important in helping teachers generate meaning of division of whole numbers, efforts must be made to help teachers make the reflection and abstraction of their activities. 2018-05 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/8801/1/Hoi_Sim_Min.pdf application/pdf http://studentsrepo.um.edu.my/8801/10/sim_min.pdf Hoi , Sim Min (2018) Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min. PhD thesis, University of Malaya. http://studentsrepo.um.edu.my/8801/
institution	Universiti Malaya
building	UM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaya
content_source	UM Student Repository
url_provider	http://studentsrepo.um.edu.my/
topic	LB1501 Primary Education QA Mathematics
spellingShingle	LB1501 Primary Education QA Mathematics Hoi , Sim Min Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min
description	This study is based on the theory of radical constructivism which aims to identify Year Six Mathematics teachers' understanding of the division of whole numbers. The design of this study is a case study involving six primary school mathematics teachers in Selangor and Melaka who were selected through specific purposive sampling method. Data was collected through five clinical interviews involving mental images, representations, meaning, reasoning and problem solving, which was captured on video. The results showed that the mental images of division of whole numbers of teachers are classified into five categories, namely symbolic, conceptual, procedural, figurative, and practical. In addition, representation number sentences of division of teachers are classified into four categories, namely figurative, operative, procedural and symbolic, while the representation diagrams of continuous and discrete of division of whole numbers can only be classified in one category, that is symbolic. The study also found that teachers have four interpretations of the meaning of division, four interpretations of the meaning of divisor, six interpretations of the meaning of quotient, and five interpretations of the meaning of dividend respectively. In addition, teachers have two reasonings in problem solving involving division of whole numbers, namely deductive reasoning and inductive reasoning. This study also found that teachers have four general patterns of thought and an algorithm to solve the problem of division of whole numbers, that is, the general pattern of thought of partition, measurement, repeated subtraction, the inverse of multiplication , and long division algorithm. In conclusion, teachers construct a general pattern of thought of division of whole numbers in the context of doing arithmetic activities and they form the interconnections between different general patterns of thought that are used to give meaning to a particular situation. The implications of this study include further research to identify whether the general pattern of thought of the division of whole numbers of teachers is developed in certain stages. Even though continuous and discrete materials are important in helping teachers generate meaning of division of whole numbers, efforts must be made to help teachers make the reflection and abstraction of their activities.
format	Thesis
author	Hoi , Sim Min
author_facet	Hoi , Sim Min
author_sort	Hoi , Sim Min
title	Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min
title_short	Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min
title_full	Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min
title_fullStr	Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min
title_full_unstemmed	Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min
title_sort	pemahaman guru matematik tahun enam tentang pembahagian nombor bulat / hoi sim min
publishDate	2018
url	http://studentsrepo.um.edu.my/8801/1/Hoi_Sim_Min.pdf http://studentsrepo.um.edu.my/8801/10/sim_min.pdf http://studentsrepo.um.edu.my/8801/
_version_	1738506187837538304
score	13.211869

Pemahaman guru matematik Tahun Enam tentang pembahagian nombor bulat / Hoi Sim Min

Similar Items