HOTS in Quadratic Equations: Teaching Style Preferences and Challenges Faced by Malaysian Teachers

Richeal Phil Thien Kim How,Suzieleez Syrene Abdul Rahim,Hutkemri Zulnaidi

doi:10.30935/scimath/11382

Richeal Phil Thien Kim How, Suzieleez Syrene Abdul Rahim + Show 1 more

Open Access

https://doi.org/10.30935/scimath/11382

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Abstract

The purpose of this study is to identify the teaching styles and problems faced by teachers as they attempt to cultivate higher-order thinking skills (HOTS) in the topic of quadratic equations. This study used a qualitative approach via structured interview involving four participants who are experienced mathematics teachers from three districts in Malaysia. Data obtained were analysed using the ATLAS.ti 8 software by dividing the transcripts into small codes based on thematic analysis. The results revealed that Malaysian teachers have limited and general understanding about higher-order thinking skills for the topic of quadratic equations. The interview results also found that existing teaching styles mainly involve teacher-centred strategies that emphasise on the memorisation of procedures or facts as well as steps to solve quadratic equation problems. Among the challenges faced by teachers were stated as students’ acceptance, lack of teaching aids, teaching strategies in the classroom, and students’ thinking skills. The findings of this study can help to refine and improve several shortcomings and weak students can be exposed to the learning of higher-order thinking skills in quadratic equations via real-life projects. It is proposed for future research to focus on integrating digital literacy, such as Desmos Graphing Calculator, in cultivating higher-order thinking skills for quadratic equations.

Highlights

Mathematical knowledge often refers to the numerical system and basic operations pertaining to problem-solving (Waller & Flood, 2016)
The purpose of this study is to identify the teaching styles and problems faced by teachers as they attempt to cultivate higher-order thinking skills (HOTS) in the topic of quadratic equations
A total of three themes have emerged from the analysis of the research questions: namely (i) Teachers’ understanding in defining higher-order thinking skills; (ii) Higher-order thinking skills teaching style; and (iii) Problems in the teaching and learning of higher-order thinking skills for the quadratic equations topic

Summary

Introduction

Mathematical knowledge often refers to the numerical system and basic operations pertaining to problem-solving (Waller & Flood, 2016). It comprises symbols and spaces that are divided into a number of components including arithmetic, calculus, geometry, and algebra (Jubri et al, 2019) In this regard, quadratic equations is one of the clusters in algebra that is compulsory to be learned by all secondary school students (Cahyani & Rahaju, 2019), and subsequently poses a direct impact to the new transformation of the national curriculum. In the context of form four secondary school core mathematics, students will be introduced to Chapter 1: Quadratic Functions and Equations in One Variable, which is the earliest chapter in the form four syllabus. The concept of quadratic equations is the most challenging algebraic domain to be mastered among other contents in a mathematics syllabus (Güner, 2017)

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