hots vs maths abstract - ipkent.edu.my

Jurnal Penyelidikan Kent Bil. 1/2016

128

HOTS vs MATHS

Benny Kong Tze Loong

ABSTRACT

HOTS Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on learning taxonomies (such as Bloom's Taxonomy). The idea is that some types of learning require more cognitive processing than others such as Mathematics, but also have more generalized benefits. This paper tries to look into two different pedagogical approach by comparing developing HOTS through Mathematics and teaching Mathematics through HOTS. The perception of in-service Mathematics teachers and also perception of pre-service Mathematics trainee teachers were gathered in this research. Key Word: HOTS, Mathematics Thinking, Teaching Mathematics, Developing HOTS

INTRODUCTION

Teaching high order thinking skills (HOTS) is currently at the centre of the Malaysian Ministry Of Education‟s attention. In particular, the revised primary and secondary mathematics curriculum (KSSR & KSSM) has shifted its emphasis to the fostering of HOTS. In general, measures of high order thinking include all intellectual tasks that call for more than the retrieval of information direct uses of formula. Therefore, in broad terms, HOTS can be considered as the skills required for performing these tasks. Few fundamental HOTS have been identified in the Syllabus. They are: problem solving skills, inquiring skills, reasoning skills, communicating skills and conceptualizing skills. These fundamental and intertwining ways of learning mathematics, thinking and using mathematical knowledge are considered important in mathematics education. In fact, many of students‟ problems in learning mathematics actually where they are lack off or weak in one or more of these skills. Students are expected to enhance the development of these skills and use them to construct their mathematical knowledge, and hence engage in life-long learning. Therefore the focus of this paper was looking into how HOTS was implemented in Mathematics Lesson. Research Objective Find the perception of in-service/ pre-service Mathematics Teachers in terms of 1) How HOTS implemented in Mathematics Lesson 2) Comparing TWO approaches HOTS by Maths / Maths by HOTS Research Questions: Find the perception of in-service/ pre-service Mathematics Teachers in terms of 1) How HOTS was implemented in Mathematics Lesson by both In-Service and Pre-Service Mathematics Teachers?


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2) Which approach will be used in Mathematics Lesson between: HOTS by Maths or Maths by HOTS? Targeted Group In-Service and Pre-Service Mathematics Teachers(SISC+)

Table 1: Participants

Literature Review There is no simple, clear and universally accepted definition of HOTS. In fact, they may be arranged into several overlapping categories such as metacognitive skills, critical and creative thinking. Nevertheless, it is generally agreed that high order thinking is non-algorithmic and complex; it involves self-regulation of the thinking process and often yields multiple solutions to tasks. This generally agreed features of HOTS give rise to the common technique of posing open-ended problems for fostering HOTS in mathematics classes.

HOTS cannot be easily isolated from each other in mathematical work. For example, a student using reasoning skills to solve a problem may also be considered as demonstrating his/her problem solving skills. Similarly, communicating skills are always involved in doing mathematical tasks, and conceptualizing skills are engaged in all exploratory work.

Inquiring involves discovering or constructing knowledge through questioning or testing a hypothesis. Observation, analysis, summarizing and verification are the essential elements in carrying out inquiring activities. Inquiring activities mainly involve self-learning processes, but suitable guidance from teachers are sometimes necessary depending on the abilities of students and the complexity of the activities.

Posing questions is one popular adopted means to guide students to

make exploration. In fact, well-designed questions are useful to stimulate students to discover similarities, differences, patterns and trends. Students may also be asked to test mathematical conjectures, which enable them to participate in a more active role in the learning process.

Count of Services(y) Tahun

Row Labels 2 7 8 9 10 11 13 14 15 16 20 25 0 Jum

Perak 1 1 1 1 1 2 2 9

SISC+ 1 1 1 1 1 2 2 9

MT 1 1 1 1 1 2 2 9

Sabah 5 1 2 1 1 1 1 35 47

Teacher 5 1 2 1 1 1 1 35 47

BC 1 2 1 1 1 1 7

MT 5 35 40

Jum 5 2 2 1 2 1 1 1 1 1 2 2 35 56


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Research Method The research design used in this study is the mixed methods design in the order of the quantitative-qualitative sequence. Table 2 and 3 below shown the instruments used in this research. Table 2: Quantitative Instrument

Table 3: Qualitative Instrument


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Data A) Teacher Perceptions On: HOTS vs Maths vs Learning : Maths Activities

A1) Most of the participants used questioning and thinking tools for implementing HOTS in Mathematics Lessons


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Data B) Teacher Perceptions On: Thinking Tools vs HOTS

B1) 19(33.93%) of the participants used iThink as thinking tools for implementing HOTS in Mathematics Lessons B2) 12(21.43%) of the participants used Mind-Map as thinking tools for implementing HOTS in Mathematics Lessons


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Data C) Teacher Perceptions On: iThink vs HOTS

C1) 57.14% agreed on using Application Question in Mathematics Lessons C2) 37.50% agreed on using Analysis Question in Mathematics Lessons C3) 5.37% agreed on using Synthesis Question in Mathematics Lessons


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Data D) Teacher Perceptions On: Bloom Level vs HOTS

D1) Participants agreed on High Order Questions help developed HOTS in Maths with 4.52 D2) Participants agreed on “Create, Synthesis and Analysis” Questions help developed HOTS in Maths with 4.95 D3) Participants agreed on “Application” Questions help developed HOTS in Maths with 4.50 D4) Participants agreed on “Understand” Questions help developed HOTS in Maths with 4.11 D5) Participants disagreed on “Remember” Questions help developed HOTS in Maths with 1.45 D6) 53.57% Participants stated low HOTS skills, 41.07% Participants stated low Questioning Technique and 5.36% Participants stated low thinking skills as the problem of implementing HOTS in Mathematics Lesson


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Data E) Component: Teacher Perceptions On: The 4 Maths Activities (Agreement)

Data F) Component:Teacher Perceptions On the 4 Maths Activities (HOTS vs

Maths)

Learn Maths Act 1 Act 2 Act 3 Act 4

Perak 1.33 4.56 4.89 4.22

SISC+ 1.33 4.56 4.89 4.22

MT 1.33 4.56 4.89 4.22

Sabah 3.13 4.40 3.47 4.45

Teacher 3.13 4.40 3.47 4.45

BC 2.71 4.43 2.86 4.71

MT 3.20 4.40 3.58 4.40

Grand Total 2.84 4.43 3.70 4.41

Develop HOTS Act 1 Act 2 Act 3 Act 4

Perak 3.11 4.67 4.67 4.44

SISC+ 3.11 4.67 4.67 4.44

MT 3.11 4.67 4.67 4.44

Sabah 4.51 4.51 4.66 4.36

Teacher 4.51 4.51 4.66 4.36

BC 4.71 4.57 4.71 4.43

MT 4.48 4.50 4.65 4.35

Grand Total 4.29 4.54 4.66 4.38


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Data G) Teacher Perceptions On: The 4 Maths Activities


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Research Findings: Find the perception of in-service/ pre-service Mathematics Teachers in terms of 1) How HOTS was implemented in Mathematics Lesson by both In-

Service and Pre-Service Mathematics Teachers? iThink, MindMap, Questions(Bloom:Higher)

2) Which approach will be used in Mathematics Lesson between : HOTS

by Maths or Maths by HOTS?

New Mathematic skills : Maths By HOTS Revision: HOTS By Maths

Discussion 1) All the participants strongly agreed on HOTS is important for

Mathematics and Learning Mathematics. 2) But they disagreed on HOTS is easy to implement in Mathematics

Lesson because the lack of knowledge and skills in HOTS or how HOTS be implemented concretely in Mathematics Lesson.

3) They agreed that they had implemented HOTS in Mathematics Lesson

by using Thinking Tools such as Mind Map and iThink or by using High Order Questions such as "Synthesis, Analysis and Application" Question in implementing HOTS in Mathematics Lesson.

4) They agreed that Activity 2 and Activity 4 had helped students learned

Mathematics, Activity 3 also helped students learned Mathematics but Activity 1 did not help students learn new Mathematics.

5) They all agreed on all four activities that helped student developed HOTS 6) Activity 1(Classification Or Draw All Different Types Of Triangles)

helped students developed HOTS where few strategies were used to solve the problem by using exceeding mathematics knowledge. : HOTS by Maths

7) Activity 2(Sum of Interior Angles Of Polygons) and Activity 3(Cake

Sharing) helped students constructed new Mathematics knowledge through planned strategies (HOTS). : Maths by HOTS

8) Activity 4(Hand Shanking Problem) both can be learning Mathematics

by HOTS and also developing HOTS by Mathematics 9) Activities HOTS by Maths can be designed by applying Constructivism

Theory


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10) Activities Maths by HOTS can be designed by using Polya Problem Solving Model

Concluding Remarks HOTS can be implemented in Mathematics Lesson in two different approach: 1) Activities HOTS by Maths can be designed by applying Constructivism

Theory 2) Which is suitable to use for revision or problem solving where

Mathematics knowledge was used to solve problem through HOTS strategies

2) Activities Maths by HOTS can be designed by using Polya Problem

Solving Model 3) Which is suitable to be used for constructing of new Mathematics

knowledge where HOTS strategies used as scrap folding.


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REFERENCES Bloom, B. S. (1994). Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren

A., eds. "Bloom's taxonomy: A forty-year retrospective". Yearbook of the National Society for the Study of Education (Chicago: National Society for the Study of Education) 93 (2).

Krathwohl, David R. (2002). "A revision of Bloom's taxonomy: An overview".

Theory Into Practice (Routledge) National Research Council. (1987). Education and learning to think (p. 8).

Washington, DC: National Academy Press. Kementerian Pendidikan Malaysia. (2012). Pelan Pembangunan Pendidikan

Malaysia 2013-2025. Pólya, George (1957). "How to Solve It". 2nd ed, Princeton University Press.

hots vs maths abstract - ipkent.edu.my

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