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Studies on mathematics achievement status show that mathematical reasoning in Malaysian education is critical, especially among university students. Students' attitude toward mathematics is affected by affective, behavioural and cognitive factors. The present research investigated the connections between these variables and their impact on individuals' attitudes towards mathematics reasoning. A statistical analysis method, namely, AMOS-Structural Equation Modelling, was used in this approach. The survey method involving 378 university education students around the Klang Valley was selected using a proportional stratified random sampling technique. The respondents must complete the mathematics reasoning assessment and answer the questionnaire consisting of three components: affective, behavioural and cognitive towards mathematics reasoning. AMOS-Structural Equation Modelling (AMOS-SEM) was applied using data obtained from questionnaires. Results demonstrated that the measurement models showed acceptable validity and reliability by removing some indications from the scales. The findings illustrate the relationship between students' attitudes and mathematical reasoning. Moreover, attitude is significantly related to students' mathematical reasoning performance in university education. The next study's recommendation involves an interview session to explore more findings that might impact their learning in mathematical reasoning.

There are many difficulties that can be identified when students solve mathematic problems especially in solving probability word problems. This study was conducted to identify the major obstacles faced by matriculation college students while solving the probability of an event word problems. Seven college students were the sample for this case study. Clinical interviews are used as a data collection. This data collection technique was selected based on the researcher’s observation on the participants as they answered the probability word problem task. The task was given during the interview session. Semi structured interviews are used to obtain in depth information. Think-aloud analysis involves observations leading to individual behaviours in the oral or nonverbal form of participants and the researcher’s field notes. Participants were found to have difficulty interpreting probabilities. There are three categories of difficulties that have been identified, namely not knowing the meaning of the word, not knowing the nature of the probability and not being able to identify the goal of the probability word problem.

Conceptual understanding of properties of operations is an important element of algebraic thinking in primary school. Mathematical processes should be focused rather than mathematical products starting from primary school. The purpose of this study was to examine the Year Five pupils' understanding of relationship between addition and subtraction. Researchers utilized quantitative approach to investigate Year Five pupils' conceptual understanding of addition and subtraction. Pencil and paper based assessment consisting of three items was employed to collect the data. The three items comprised direction of change and relationship between addition and subtraction items. The three items also consist of reasoning sections. This article reports the analysis of the responses of 720 Year Five pupils from a district of Malacca. The findings showed the majority of the sample were unable to perform well for the items testing relationship between addition and subtraction. They could not work with addition and subtraction properties. The majority of them were also unable to provide conceptual reasoning for their answer. Only about half of the sample were aware about the inverse relationship of addition and subtraction.

This study aimed at exploring causal relationships between two affective factors, self-confidence and positive emotion, and two metacognitive factors, selfreflection and insight components on high school students' mathematics achievement that assessed by formative and summative assessments. The study applied partial least squares based structural equation modeling (PLS-SEM) approach to test the path relationships for 86 eleventh-grade students. Results revealed that formative performance was the strongest predictor of summative performance followed by self-confidence. Positive emotion revealed as having a positive indirect effect on summative performance through insight component. Considering for formative performance, self-confidence revealed as the strongest predictor followed by insight component. Self-confidence accounted as the only affective factor that directed to self-reflection components, need for and engagement in self-reflection. On the contrary, positive emotion accounted as the only affective factor that related to insight. Need for self-reflection was related to engagement in self-reflection, which in turn, related to insight. Need for selfreflection also mediated the relationship between self-confidence and engagement in self-reflection. Understand different mental processes within mathematics studies are important for future intervention exercises, especially for high school students.

The purpose of this study is to investigate the impact of graphing calculator on students' problem solving success in solving linear equation problems and their attitude toward problem solving in mathematics. A quasi-experimental non-equivalent control and treatment group using the pretest post-test design was employed in this study to test the hypotheses. The sample of the study involved two Form Four classes from one public secondary school in Sarawak, Malaysia. Students in the experimental group received problem solving based instruction using graphing calculator while the control group students underwent the traditional chalk and talk method without the graphing technology. Two instruments were used in this study, namely the Linear Equation Problem Solving Test and the Mathematical Problem Solving Questionnaire. Findings of this study show existence of a significant difference in the mean scores between the two groups; students who used graphing calculator performed better in problem solving tasks compared to students without access to graphing calculator. Furthermore, a questionnaire was used to obtain students' attitude toward problem solving in mathematics. Results from the survey revealed that students who use graphing calculator have a better attitude toward problem solving in mathematics. This study is pertinent as it investigates a different approach in teaching linear equation through problem solving while integrating the latest graphing calculator technology in the lessons.

The purpose of this study was to understand how students' attitudes were connected to their mathematics learning. This investigation was specific to web-based homework in developmental courses in the community college environment. The mixed-methods approach was used to analyze the relationship between students' attitudes and mathematical achievement. The findings from the survey questionnaire showed mixed responses from the students on the benefits and disadvantages of the web-based homework. Cluster analysis results indicated the relationship between the three groups of students and their differences in mathematics attitude. The results suggest that students with lower and average mathematics achievement had a more positive in attitude towards using the web-based homework system compared to the high achieving students. Based on the results, it can be noted that web-based homework plays an important role in students' attitude possibly because of the immediate feedback that improves understanding.

The use of technology in the pedagogical process is growing at a phenomenal rate due to the vast availability of gadgets. As a result, educationists see the urgent need for integrating technology in students' mathematical activities. Therefore, the purpose of this quasi experimental study was to investigate students' understanding in learning circles using GeoGebra. Fifty-three Year 9 (Form 3) students from two intact classes participated in this study with one class assigned as the experimental group and the other as the control. Findings of this study showed a significant difference existed in the mean scores between these two groups. The result indicated that students in the experimental group outperformed those in the control group. In addition, a survey instrument was used to elicit students' perception on the use of GeoGebra. Analysis of the questionnaire responses indicated a positive overall perception of using GeoGebra in learning about circles.

This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary teachers. Some 576 primary level pre-service teachers and 389 secondary level pre-service teachers participated in the TEDS-M study. The significance of this study is pertinent as the level of teachers' knowledge influences students' achievement in schools. Results of analysis show that Malaysian pre-service teachers at the primary and secondary performed below the international average for both mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The article suggested several steps on how teacher educators could improve the PCK and MCK of pre-service teachers in Malaysia.

The goal of this study was to understand how students' attitudes were connected to their mathematics learning and achievement. This investigation of students (n = 78) and their attitudes was specific to web-based homework in developmental mathematics courses in a two-year community college located in a large urban city in the United States. A mixed-methods investigation was utilized to analyze the relationships between students' attitudes and their mathematics achievement. The qualitative findings from the survey questionnaire show mixed responses from participants on the benefits and disadvantages of a web-based homework platform. Additionally, quantitative results, represented through cluster analysis, show the relationship between three groups of students, their attitudes and their mathematics achievement. The results of this study suggest that students with lower and average mathematics achievement hold more positive attitudes toward using a web-based homework platform compared to higher achieving students. Based on these results, it can be noted that web-based homework platforms serve an important role in student learning and attitudes toward mathematics in developmental courses, likely because the immediate feedback given helps to improve student understanding.

This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate Classroom Situation, Mathematical Beliefs, Pedagogical Content Knowledge, and Colleagues as the top four factors from the survey analysis that influenced their understanding of good mathematics teaching. The study's results have implications on investigating specific mathematical content knowledge that is important for classroom instruction at the secondary level. Furthermore, this study can be used as a reference for teacher education programs to improve the effectiveness of the pedagogical courses in mathematics education.

Teaching introductory statistics to postgraduate students from multidisciplinary background and with diverse mathematics ability is a huge challenge that many statistics lecturers do not deny. The large ability range can make it very difficult for lecturers to fine tune the right level for effective course delivery. Even though an introductory statistics course has been seen as a necessary component for many postgraduate programs, research has shown that students have come to perceive statistics negatively. One suggestion for improving students' attitude toward statistics is through the use of innovative instructional approaches. This paper investigates the extent to which scenario-based learning (SBL) method used in a Statistics for Research in Education course were related to improvement in postgraduate students' attitude toward statistics. Nineteen students who enrolled in the course during the first semester of 2019/2020 were taught using the SBL instructional method. Survey of Attitudes Toward Statistics-36 (SATS-36) was used to measure six statistics attitude components at the beginning and at the end of the course. Overall results show that there is a difference between mean score of attitude before and after exposure to scenario-based learning method. Scenario based learning has some positive effect on student attitude toward statistics. [ABSTRACT FROM AUTHOR]

Teaching and learning geometry is not merely about memorising geometrical properties but about grasping the conceptual understanding of geometry as well. Students, however, face challenges in the classroom trying to develop their geometrical thinking. The purpose of this study is to identify whether phase-based instruction using Geometer's Sketchpad helps primary school pupils develop their Van Hiele levels of geometric thinking regarding angles significantly. Eight different pre-sketched activities were designed based on Van Hiele's five phases of learning to guide the students in learning about geometrical angles. Pre and post Van Hiele Achievement Tests were given to both the experimental and control groups before and after the intervention. Inferential statistics such as Mann-Whitney test and Wilcoxon signed-rank test were used in analysing the quantitative data. Results of the pretest indicated no significant difference between both groups of students in their Van Hiele levels of geometric thinking. After the intervention, the findings showed that students in both the experimental and control groups have improved significantly in terms of their Van Hiele levels of geometric thinking. Additionally, results of the Mann-Whitney test revealed that the difference in Van Hiele levels of geometric thinking between students in both groups was significant during posttest. In short, phase-based instruction using Geometer's Sketchpad has helped the students to develop their Van Hiele levels of geometric thinking and provided an insight for the educators to further utilise the software. [ABSTRACT FROM AUTHOR]