Analysis of Cognitive Domain on Exercises in Numbers and Operations for Year 3 Mathematics Books

International journal of social science research Pub Date : 2024-01-05 DOI:10.5296/ijssr.v12i1.21592

Peter Chien Chze Kong, R. Rosli

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Abstract

Pupils’ low achievement in Numbers and Operations topics in Trends in International Mathematics and Science Study (TIMSS) 2019 has been a concern for the development of mathematics education in Malaysia. Therefore, the quality of mathematics textbooks and activity books, especially in the cognitive domain of exercises, is essential to ensure effective learning of mathematics contents. Thus, content analysis was performed to identify the cognitive domain of exercises in Numbers and Operations topics in the Year 3 mathematics textbook and activity book based on the TIMSS 2023 Mathematics Framework. In this study, the exercises in Numbers and Operations were categorised based on types of exercises and cognitive domain aspects. Results showed that most of the exercises of both the mathematics textbook and activity book topics are in the domain of knowing. The findings suggest that the percentage of exercises in applying and reasoning should be increased and aligned to the suggested percentage by the TIMSS 2023 Mathematics Framework. This situation should be aware by curriculum developers to enhance mathematics learning resources for Malaysian pupils towards the international level.

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三年级数学上册《数与运算》练习的认知领域分析

在 2019 年国际数学与科学研究趋势（TIMSS）中，学生在 "数字与运算 "课题上的成绩较低，这一直是马来西亚数学教育发展的一个关注点。因此，数学教科书和活动用书的质量，尤其是认知领域练习的质量，对于确保有效学习数学内容至关重要。因此，本研究根据 TIMSS 2023 数学框架，对三年级数学教科书和活动用书中 "数与运算 "主题的习题认知领域进行了内容分析。本研究根据习题类型和认知领域对《数与运算》中的习题进行了分类。结果显示，数学教科书和活动用书题目中的大部分练习都属于认知领域。研究結果顯示，應用和推理的練習所佔的比例應予增加，並應與 TIMSS 2023 數學課程架構所建議的比例看齊。课程开发人员应注意到这一情况，以提高马来西亚学生的数学学习资源，使其达到国际水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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International journal of social science research

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