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A comparative analysis on cognitive domain for the Malaysian primary four textbook series

The purpose of this study is to investigate the levels of cognitive domains of Malaysian Mathematics primary four textbooks developed under the old and new curriculum based on Trends in International Mathematics and Science Study (TIMSS) 2015 Mathematics Framework. This study adopted content analysi...

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Main Authors: Tan, K. J., Ismail, Z., Abidin, M.
Format: Article
Language:English
Published: Eurasian Society of Educational Research 2018
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/79883/1/ZalehaIsmail2018_AComparativeAnalysisonCognitiveDomain.pdf
http://eprints.utm.my/id/eprint/79883/
http://dx.doi.org/10.29333/ejmste/82625
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spelling my.utm.798832019-01-28T06:58:41Z http://eprints.utm.my/id/eprint/79883/ A comparative analysis on cognitive domain for the Malaysian primary four textbook series Tan, K. J. Ismail, Z. Abidin, M. L Education (General) The purpose of this study is to investigate the levels of cognitive domains of Malaysian Mathematics primary four textbooks developed under the old and new curriculum based on Trends in International Mathematics and Science Study (TIMSS) 2015 Mathematics Framework. This study adopted content analysis where the mathematical tasks from the textbooks were classified in terms of type of tasks and cognitive domain. The results of the study showed that a large portion of mathematical tasks in the two textbooks are in the 'knowing' domain even though improvements have been made in the new version of mathematics primary four textbook which has more mathematical tasks in 'applying' and 'reasoning' domain compared to the old textbook. The findings of the study suggest the structure of Malaysian textbook to be updated to the current world changes by increasing the tasks in applying and reasoning domain. However, the effort to reduce the gap between the intended curriculum and the supporting textbooks need to be carefully planned such that students of different abilities can benefit. Meanwhile practitioners have to be smart in selecting and providing extra supplementary resources to serve the need of their students. Eurasian Society of Educational Research 2018 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/79883/1/ZalehaIsmail2018_AComparativeAnalysisonCognitiveDomain.pdf Tan, K. J. and Ismail, Z. and Abidin, M. (2018) A comparative analysis on cognitive domain for the Malaysian primary four textbook series. Eurasia Journal of Mathematics, Science and Technology Education, 14 (4). pp. 1273-1286. ISSN 1305-8215 http://dx.doi.org/10.29333/ejmste/82625 DOI:10.29333/ejmste/82625
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Tan, K. J.
Ismail, Z.
Abidin, M.
A comparative analysis on cognitive domain for the Malaysian primary four textbook series
description The purpose of this study is to investigate the levels of cognitive domains of Malaysian Mathematics primary four textbooks developed under the old and new curriculum based on Trends in International Mathematics and Science Study (TIMSS) 2015 Mathematics Framework. This study adopted content analysis where the mathematical tasks from the textbooks were classified in terms of type of tasks and cognitive domain. The results of the study showed that a large portion of mathematical tasks in the two textbooks are in the 'knowing' domain even though improvements have been made in the new version of mathematics primary four textbook which has more mathematical tasks in 'applying' and 'reasoning' domain compared to the old textbook. The findings of the study suggest the structure of Malaysian textbook to be updated to the current world changes by increasing the tasks in applying and reasoning domain. However, the effort to reduce the gap between the intended curriculum and the supporting textbooks need to be carefully planned such that students of different abilities can benefit. Meanwhile practitioners have to be smart in selecting and providing extra supplementary resources to serve the need of their students.
format Article
author Tan, K. J.
Ismail, Z.
Abidin, M.
author_facet Tan, K. J.
Ismail, Z.
Abidin, M.
author_sort Tan, K. J.
title A comparative analysis on cognitive domain for the Malaysian primary four textbook series
title_short A comparative analysis on cognitive domain for the Malaysian primary four textbook series
title_full A comparative analysis on cognitive domain for the Malaysian primary four textbook series
title_fullStr A comparative analysis on cognitive domain for the Malaysian primary four textbook series
title_full_unstemmed A comparative analysis on cognitive domain for the Malaysian primary four textbook series
title_sort comparative analysis on cognitive domain for the malaysian primary four textbook series
publisher Eurasian Society of Educational Research
publishDate 2018
url http://eprints.utm.my/id/eprint/79883/1/ZalehaIsmail2018_AComparativeAnalysisonCognitiveDomain.pdf
http://eprints.utm.my/id/eprint/79883/
http://dx.doi.org/10.29333/ejmste/82625
_version_ 1643658320641261568
score 13.211869

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