Keberkesanan intervensi pembelajaran terhadap keupayaan kepekaan nombor dalam kalangan guru pelatih sekolah rendah

• Main Author: Zulkifli, Zulkifli
• Format: Thesis
• Language: English
• Published: 2014
• Subjects: L Education (General)
• Online Access: http://eprints.utm.my/id/eprint/77972/1/ZulkifliPFP2014.pdf; http://eprints.utm.my/id/eprint/77972/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:98572
• Institution: Universiti Teknologi Malaysia

This research aims to develop instructional materials that can improve pre-service primary school teachers’ number sense competencies. The instructional materials were developed based on the existing knowledge of number sense of pre-service primary school teachers using the theory of realistic mathematics education. This research was conducted in three phases which are preliminary study, cycle 1, and cycle 2. The number of subjects or sampels used for these three phases are 44, 38, and 35 pre-service primary teachers respectively. The preliminary study was carried out to find out sufficient information concerning pre-service primary school teachers’ number sense competencies before instructional materials were developed. Cycle 1 was carried out by developing instructional materials and enacting instructional interventions in classrooms. Cycle 2 was carried out by utilising refined instructional materials of cycle 1 and equipped with a developed software to enable pre-service primary school teachers to understand the basic meaning of numbers and operations. This research utilises both qualitative and quantitative methods on each phase. For preliminary study phase, data were collected by administering test on number sense and interviews. Data collection for phases of cycle 1 and cycle 2 were performed by following the design research methods in developing instructional materials and interventions in classrooms, and the influence of intervention was measured by pre-test and post-test design for the two cycles. Qualitative data analysis showed that number sense competencies among pre-service primary school teachers were less satisfactory. After engaging in instructional interventions with realistic mathematics education approach, pre-service primary school teachers found that number sense was very useful in learning mathematics, especially on the topic of numbers and operations. Quantitative data analysis showed that instructional interventions with realistic mathematics education approach has a significant influence in improving number sense competencies. This research has produced instructional materials to be effective in improving number sense competencies. The instructional materials may be used in pre-service primary school teachers education. Besides that, the results of this study have contributed to the awareness that the instruction on numbers and operations with the emphasis on their meanings should be prioritised.