Conscientia Beam || conscientiabeam.com

Export to

Citations

Contact Us

For Marketing, Sales and Subscriptions Inquiries

2637 E Atlantic Blvd #43110
Pompano Beach, FL 33062

USA

Conference List

Humanities and Social Sciences Letters

June 2020, Volume 8, 2, pp 156-168

Tamil Primary School Teachers Understanding on Constructing HOTS Items in Mathematics

Thavamani Alagan

S. Kanageswari Suppiah Shanmugam

Arsaythamby Veloo

Thavamani Alagan¹ ^,

S. Kanageswari Suppiah Shanmugam¹ Arsaythamby Veloo¹

School of Education and Modern Language University Utara Malaysia, Sintok, Kedah, Malaysia. ¹

on Google Scholar

on PubMed

Pages: 156-168

DOI: 10.18488/journal.73.2020.82.156.168

Article History:

Received: 13 December, 2019
Revised: 03 February, 2020
Accepted: 09 March, 2020
Published: 17 March, 2020

View Citation

510Views

Create Citation Alert

Abstract:

Many studies indicate that it is crucial for teachers to understand the levels of higher order thinking skills (HOTS) questions and how to construct HOTS Mathematics items in order to teach effectively and constructively in classrooms. The objective of this study was to investigate Tamil Primary school teachers' understanding (from cognitive, affective and behavioral aspects) of the construction of HOTS Mathematics items based on their teaching experiences. This quantitative study employed descriptive research design. The sample of this study consists of 254 Mathematics teachers from Tamil Primary schools in three states in Malaysia. Stratified sampling was adopted in selecting the sample. The researchers used an adapted survey questionnaire to measure teachers' understanding on constructing HOTS Mathematics items based on three constructs namely cognitive, affective and behavioral. Findings of this study indicate that teachers with high and average experience in teaching Mathematics have significantly better understanding (in terms of cognitive, affective and behavioral aspects) in constructing HOTS Mathematic items compared with teachers who have low experience. In terms of pedagogical implications, the findings of this study suggests that senior teachers should conduct more workshops and training for teachers with less experience to convey their experiences and skills. In terms of practical implications.

Contribution/ Originality
The paper's primary contribution is finding that teachers' with high and average experience in teaching Mathematics have significantly better understanding (in terms of cognitive, affective and behavioral aspects) in constructing HOTS Mathematic items compared with teachers who have low experience. As such, this paper has crucial pedagogical implications.

Keywords:

Tamil primary school teachers, Understanding, Constructing HOTS items, Mathematics.

Video:

Download Video

Download Audio

Reference:

Abdullah, A. H., Alhassora, N. S. A., & Abu, M. S. (2017). Inculcating higher-order thinking skills in Mathematics: Why is it so hard. Man in India, 97(13), 51-62.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives (Complete Edition ed., pp. 67-68). New York: Longman.

Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147-164.

Bond, N. (2007). Questioning strategies that minimize classroom management problems. Kappa Delta Pi Record, 44(1), 18-21. Available at: https://doi.org/10.1080/00228958.2007.10516486.

Boyd, B. T. (2008). Effects of state tests on classroom test items in mathematics. School Science and Mathematics, 108(6), 251-262. Available at: https://doi.org/10.1111/j.1949-8594.2008.tb17835.x.

Driana, E., & Ernawati, E. (2019). Teachers’ understanding and practices in assessing higher order thinking skills at primary schools. ACITYA Journal of Teaching & Education, 1(2), 110-118.

Gareis, C. R., & Grant, L. W. (2015). Assessment literacy for teacher candidates: A focused approach. Teacher Educators' Journal, 2015, 4-21.

Gómez-Chacón, I. M. (2013). Prospective teachers’ interactive visualization and affect in mathematical problem-solving. The Mathematics Enthusiast, 10(1), 61-86.

Hasan, N. H. (2016). Malay language teachers' perceptions on the implementation of the national secondary school KBAT in teaching and learning. Master’s Thesis, National University of Malaysia, Malaysia.

Ismawati, R. (2017). React strategy in high school chemistry learning. Indonesian Journal of Science and Education, 1(1), 1-7.

Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136-160. Available at: https://doi.org/10.1037/a0013097.

Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476-500. Available at: https://doi.org/10.3102/0162373713519496.

Kruger, K. (2013). Higher-order thinking. New York: Hidden Sparks Inc.

Louis, K. S., Febey, K., & Schroeder, R. (2005). State-mandated accountability in high schools: Teachers’ interpretations of a new era. Educational Evaluation and Policy Analysis, 27(2), 177-204. Available at: https://doi.org/10.3102/01623737027002177.

Makeleni, N. T., & Sethusha, M. J. (2014). The experiences of foundation phase teachers in implementing the curriculum. Mediterranean Journal of Social Sciences, 5(2), 103-109.

Ministry of Education, M. (2013). Implementing camp think critically and creatively through teacher education. Kuala Lumpur: Teachers' Training Division.

Moore, B., & Stanley, T. (2010). Critical thinking and formative assessments: Increasing the rigor in your classroom. Larchmont, NY: Eye on Education.

Moss, C. M., & Brookhart, S. M. (2015). Formative classroom walkthroughs: How principals and teachers collaborate to raise student achievement. Alexandria, VA: ASCD.

Murray, E. C. (2011). Implementing higher-order thinking in middle school Mathematics classrooms. Doctoral Dissertation, University of Georgia.

Nooraini, A. R., & Abdul Halim, A. (2017). The readiness of secondary school mathematics teachers in implementing the 21st century learning and teaching process. Faculty of Education, University of Technology Malaysia. Asian Social Science, 11(14), 567-584.

Norashikin, M. (2011). A study on learning approaches used among post-graduate students in research university. International Journal of Social Sciences and Humanity Studies, 3(2), 411-420.

Piaget, J. (1933). A handbook of child psychology, chapter children’s philosophies (pp. 505-516). Worcester, MA, USA: Clark University Press.

PISA. (2012). Released item - mathematics: OECD. Retrieved from: https://www. oecd.org/pisa/38709418.pdf.

Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community. Available at: https://doi.org/10.1108/jpcc-12-2018-0032.

Rajendran, N. S. (2010). Teaching and acquiring higher-order thinking skills: Theory and practice. Tanjong Malim, Malaysia: Universiti Pendidikan Sultan Idris Publishers.

Ranai, M. (2013). Imparting HOT skills to pupils. New Straits Times. Retrieved from: http://www.nst.com.my/nation/general/imparting-hot-skills-to-pupils-1.329898#ixzz2aaDlwnBe.

Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward Mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388. Available at: https://doi.org/10.2307/30034820.

Retnawati, H., Djidu, H., Apino, E., & Anazifa, R. D. (2018). Teachers' knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230.

Rivera, F., & Becker, J. R. (2008). Middle school children’s cognitive perceptions of constructive and deconstructive generalizations involving linear figural patterns. ZDM, 40(1), 65-82. Available at: https://doi.org/10.1007/s11858-007-0062-z.

Rizaldi, D. R., Makhrus, M., & Doyan, A. (2019). Analysis of the level of critical thinking ability with conceptual change models in students' learning styles. Journal of Physics and Technology Education, 5(1), 74-81.

Sabri, M. F., Hayhoe, C. R., & Ai, G. L. (2006). Attitudes, values and belief towards money: Gender and working sector comparison. Pertanika Journal of Social Sciences Humanities, 14(2), 121-130.

Sabri., A., Zawawi, T., & Omar, A. (2006). Issues in mathematics education. Kuala Lumpur: Utusan Publications.

Schoenfeld, A. H. (2008). Chapter 2: On modeling teachers' in-the-moment decision making. Journal for Research in Mathematics Education. Monograph, 14, 45-96.

Schulz, H. W., & FitzPatrick, B. (2016). Teachers’ understandings of critical and higher order thinking and what this means for their teaching and assessments. Alberta Journal of Educational Research, 62(1), 61-86.

Seman, S. C., Yusoff, W. M. W., & Embong, R. (2017). Teachers challenges in teaching and learning for higher order thinking skills (HOTS) in primary school. International Journal of Asian Social Science, 7(7), 534-545. Available at: https://doi.org/10.18488/journal.1.2017.77.534.545.

Suhaili, A. B. H. (2014). Exploring teachers' experiences on integration of higher order thinking skills (HOTS) in teaching of science. Doctoral Dissertation, Universiti Malaysia Sarawak.

Sulistyaningsih, E., & Sugiman, S. (2016). The effect of CBT national examination policy in terms of senior high school students’ cognitive readiness and anxiety facing mathematics tests in DIY province. Journal of Mathematics Education Research, 3(2), 198-120.

Szymanski, T., & Shaff, T. (2013). Teacher perspectives regarding gifted diverse students. Gifted Children, 6(1), 1-27.

Tajudin, M., & Chinnappan, M. (2017). Role of higher order thinking skills in enhancing mathematical problem solving. Man in India, 97(17).

Tastan, S. B. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA, 14(6), 2353–2366.

TIMSS. (2011). Trends in international mathematics and science study 2011. Malaysia: Policy Planning and Research Division.

Uminur, A., & Zakaria, E. (2017). Mathematics teachers' perceptions of higher-level thinking skills (kbat) during teaching and learning in the classroom of the Faculty of Education, National University of Malaysia. Retrieved from: https:// sted18.files.word press.com /2016 /12/4-15.

Unal, A., & Unal, Z. (2019). An examination of K-12 teachers' assessment beliefs and practices in relation to years of yeaching experience. Georgia Educational Researcher, 16(1), 4-21. Available at: https://doi.org/10.20429/ger.2019.160102.

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. Available at: https://doi.org/10.1016/j.tate.2017.04.015.

Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66(1), 68-85. Available at: https://doi.org/10.1177/0022487114549810.

Yahya. (2009). Perceptions of the Malay language teachers school of education. Journal Thinking Skills Malay, 6(2), 78-90.

Zoller, U. (2001). Alternative assessment as (critical) means of facilitating HOCS-promoting teaching and learning in chemistry education. Chemistry Education Research and Practice, 2(1), 9-17. Available at: https://doi.org/10.1039/b1rp90004h.