Home OALib Journal OALib PrePrints Submit Ranking News My Lib FAQ About Us Follow Us+
 Title Keywords Abstract Author All

Publish in OALib Journal

ISSN: 2333-9721

APC: Only \$99

Submit

2019 ( 16 )

2018 ( 68 )

2017 ( 73 )

2016 ( 66 )

Search Results: 1 - 10 of 8146 matches for " Lim Hooi Lian "
 Page 1 /8146 Display every page 5 10 20 Item
 International Electronic Journal of Mathematics Education , 2006, Abstract: Mathematics researchers generally agree that algebra is a tool for problem solving, a method of expressing relationship, analyzing and representing patterns, and exploring mathematical properties in a variety of problem situations. Thus, several mathematics researchers and educators have focused on investigating the introduction and the development of algebraic solving abilities. However research works on assessing students' algebraic solving ability is sparse in literature. The purpose of this study was to use the SOLO model as a theoretical framework for assessing Form Four students' algebraic solving abilities in using linear equation. The content domains incorporated in this framework were linear pattern (pictorial), direct variations, concepts of function and arithmetic sequence. This study was divided into two phases. In the first phase, students were given a pencil-and-paper test. The test comprised of eight superitems of four items each. Results were analyzed using a Partial Credit model. In the second phase, clinical interviews were conducted to seek the clarification of the students' algebraic solving processes. Results of the study indicated that 62% of the students have less than 50% probability of success at relational level. The majority of the students in this study could be classified into unistructural and multistructural. Generally, most of the students encountered difficulties in generalizing their arithmetic thinking through the use of algebraic symbols. The qualitative data analysis found that the high ability students seemed to be more able to seek the recurring linear pattern and identify the linear relationship between variables. They were able to co-ordinate all the information given in the question to form the algebraic expression and linear equations. Whereas, the low ability students showed an ability more on drawing and counting method. They lacked understanding of algebraic concepts to express the relationship between the variables. The results of this study provided evidence on the significance of SOLO model in assessing algebraic solving ability in the upper secondary school level.
 Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.42003 Abstract: The objectives of this study are to develop a multi-strand test for assessing Year Four pupils’ proficiency in area formulae and to determine their levels of proficiency in the area formula of a square, rectangle and triangle, respectively. The researchers will employ a cross-sectional survey research design and cluster sampling will be used to select a sample from a population of Year 4 pupils who are studying in all public schools in the state of Penang, Malaysia. However, at this stage of the study, the paper only reports the results of the pilot test involving a sample of sixty- seven Year 4 pupils who have learned the area formulae from a public primary school in Penang. The results of the pilot test indicate that among the five strands of proficiency in each of the area formulae, adaptive reasoning shows the highest percentage of pupils who are not proficient and among the three area formulae, adaptive reasoning in the area formula of a triangle shows the highest percentage of pupils who are not proficient. But, among the five strands of proficiency in the area formula of a square, rectangle and triangle, procedural fluency, conceptual understand- ing and productive disposition show the highest percentage of pupils who are very proficient, respectively. Overall, the area formula of a rectangle shows the highest percentage of pupils who are very proficient (59.7%). But, the area formula of a triangle shows the highest percentage of pupils who are still not proficient (31.3%). The results of the pilot study seem to indicate that the multi- strand test is able to assess the levels of proficiency in the area formula of a square, rectangle and triangle, respectively. The results imply that more attention should be given to the strand of adaptive reasoning in the teaching, learning and assessment of the area formulae in order to improve the pupils’ adaptive reasoning in the area formulae.
 International Education Studies , 2012, DOI: 10.5539/ies.v5n6p177 Abstract: Algebraic solving ability had been discussed by many educators and researchers. There exists no definite definition for algebraic solving ability as it can be viewed from different perspectives. In this paper, the nature of algebraic solving ability in terms of algebraic processes that demonstrate the ability in solving algebraic problem is discussed. A theoretical framework of algebraic solving ability was formulated based on three phases of algebraic processes, historical development of algebra and SOLO model (Structured of the Observed Learning Outcome). The three phases of algebraic processes included investigating the pattern by collecting the numerical data, representing and generalizing the pattern into a table and an equation, and interpreting and applying the equation to the related or new situation. There are four levels (unistructural, multistructural, relational and extended abstract) of structure response of SOLO model that had been applied to assess students’ algebraic solving ability incorporate two content domains of algebraic equation, namely direct variation and inverse variation.