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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.

This aim of this study is to identify the effectiveness of the use of Geometer’s Sketchpad (GSP) in the teaching of circle among Form Two students. The quasi-experimental study was to investigate the following two aspects, namely the effective use of software GSP and a survey instrument was used to elicit students’ perception on the use of GSP. About 82 students from two classes selected at random were divided into a treatment group and control group. The results showed that students exposed to the use of GSP obtained significantly better mean test scores compared to the control group. The results of this study indicate that using GSP in teaching and learning of the circle properties have a positive impact on students. Analysis of the questionnaire responses indicated a positive overall perception of using Geometer's Sketchpad in learning about the circle.

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.

Satisfaction is known as a major measure of continuance intention to use any information systems (IS). This article provides a systematic review of 30 research articles published on the educational technologies continuance intention between 2005 and 2017. The educational technologies continuance intention literature was analyzed based on a series of dimensions including author, relationship between constructs, type of respondents, contexts and instruments used. The main findings of this study, which is the first of its kind, are: (1) there is a significant relationship between satisfaction and continuance intention from the previous research, (2) most of the previous researchers have studied the relationship between satisfaction and continuance intention in the context of e-learning usage and (3) most of the previous researchers have used the instrument related with satisfaction of e-learning usage to measure the satisfaction in their studies. In order to improve research in IT continuance intention, future researchers could apply greater use of the theoretical and methodological approaches such as qualitative methods to investigate the continuance intention of educational technologies.

This study aims to identify primary school pupils' informal understanding and solving problems strategies related to proportional. This qualitative study involved Year Five pupils who were selected through purposive sampling. Data were collected using clinical interview technique can show the pupils' strategies and in-depth justification for each activity is shown. This article presents the analysis of the pupils' responses related to two proportional tasks. Data shows that students used various informal strategies to solve proportional problems. The findings also showed that students who have not learn ratio and proportion topic formally, could show proportional reasoning elements, such as unitizing, partitioning, and changes and quantities. The findings of this study may provide information to mathematics teachers that every student has different informal strategy to solve proportional problems based on their experiences and prior knowledge. Thus teachers need to diversify activities to encourage students' proportional thinking.