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Assessing Thinking Strategy of Numeracy Primary School Pupils

Nor'ain Mohd Tajudin, Siti Rahaimah Ali, Noraini Idris. Published in Information Sciences.

Communications on Applied Electronics
Year of Publication: 2016
Publisher: Foundation of Computer Science (FCS), NY, USA
Authors: Nor'ain Mohd Tajudin, Siti Rahaimah Ali, Noraini Idris
10.5120/cae2016652023

Nor'ain Mohd Tajudin, Siti Rahaimah Ali and Noraini Idris. Article: Assessing Thinking Strategy of Numeracy Primary School Pupils. Communications on Applied Electronics 4(2):6-11, January 2016. Published by Foundation of Computer Science (FCS), NY, USA. BibTeX

@article{key:article,
	author = {Nor'ain Mohd Tajudin and Siti Rahaimah Ali and Noraini Idris},
	title = {Article: Assessing Thinking Strategy of Numeracy Primary School Pupils},
	journal = {Communications on Applied Electronics},
	year = {2016},
	volume = {4},
	number = {2},
	pages = {6-11},
	month = {January},
	note = {Published by Foundation of Computer Science (FCS), NY, USA}
}

Abstract

This study discusses the understanding level of numeracy based on the Model of Understanding Numeracy Level. Four stages in the model are de-coding, meaning-making, applications and analysis. The study employed a qualitative descriptive research. A total sample of 200 Primary Four, Year 5 pupils (9-10-year-old) from 20 Malaysian primary schools at the District of Kota Bharu, Kelantan was randomly selected for this study. The numeracy levels were identified by mathematics teachers’ classroom observation assessment and researchers’ observation through clinical interview. The findings showed that majority of the pupils (70 pupils) were at the application level identified by mathematics teachers’ classroom observation assessment. However, majority of the pupils were at de-coding (70 pupils) and analysis (65 pupils) levels identified by researchers’ observation through clinical interview conducted after the numeracy module was introduced to the pupils. Some excellence pupils were able to achieve the level of application and analysis. The findings also revealed that more pupils can reach the analysis level for Addition topic as compared to Division, Multiplication and Subtraction topics. This study contributes to the knowledge development and practice of teaching and learning, namely in numeracy understanding. The numeracy understanding model can elicit ideas to solve the real-life problems hence pupils will be confident and creative in solving mathematical problems.

References

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Keywords

Model of Understanding Numeracy Level, de-coding, meaning-making, application, analysis, Year Four primary school pupils, mathematics teaching and learning.