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 Alagan 1 ,

S. Kanageswari Suppiah Shanmugam 1 Arsaythamby Veloo 1 
  1. School of Education and Modern Language University Utara Malaysia, Sintok, Kedah, Malaysia. 1

Pages: 156-168

DOI: 10.18488/journal.73.2020.82.156.168

Share :

Article History:

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


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:

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.

Statistics:

Google Scholor ideas Microsoft Academic Search bing Google Scholor

Funding:

This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.

Acknowledgement:

All authors contributed equally to the conception and design of the study.

Related Article

( 1 ) Tamil Primary School Teachers Understanding on Constructing HOTS Items in Mathematics
( 2 ) Management of Educational Support Services and Attainment of Universal Basic Education Goals in Primary Schools in Cross River State
( 4 ) Citizens Participation and Primary Healthcare Policy Implementation in Ogun State, Nigeria: An Empirical and Systems Enquiry
( 5 ) An Evaluation of the Role Played By the Head of School in the Delivery of Quality Education in Zimbabwean Day Secondary Schools: A Case Study of Nkayi North West Circuit
( 6 ) The Poverty of Lecture as an Instructional Strategy in the Teaching of Science at the Secondary School Level
( 8 ) How Secondary School Mathematics Teachers Perceive the Effectiveness of Microteaching and Teaching Practice in their Preservice Education
( 9 ) Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria
( 10 ) Effects of WebQuest on Secondary School Biology Students Achievement in Cell Division in Ilorin
( 12 ) Service Quality and Brand Loyalty in the Schooling Industry of Pakistan
( 13 ) Wastage of School Material Resources and Secondary School System Effectiveness: Evidence from a Survey in Nigeria
( 14 ) School Management Practices, Teachers Effectiveness, and Students’ Academic Performance in Mathematics in Secondary Schools of Cross River State, Nigeria
( 15 ) Assessment of Internal Revenue Generation Techniques of Public Secondary School Managers in Cross River State, Nigeria
( 16 ) Character Strengths and Life Satisfaction of Teachers in Ghana
( 17 ) Teachers of Secondary Education and Professional Stress with Students Performance: A Geographical Case Study
( 18 ) Social Media for Higher Education: A Cross Sectional Study among Teachers in India and Sri Lanka