D-Case+3-+Math+(Primary)

Yamtuan Antah b GROUP 3 : Teaching fractions effectively for Year 5 students

**2. SITI ZARINA BINTI SYED NORDIN ** flat
 * [[image:our_group.jpg width="375" height="188"]] || **1. SURINA BINTI MUHAMMAD FAKHRUDDIN **
 * 3. ** **SALBI BINTI DOLLAH **
 * 4. NURFAZLIAH BINTI MUHAMAD **
 * 5. ****SARULZILA AZIAN BT MD RAHIM ** ||

=ABSTRACT = //Students' difficulties in learning fractions have been mentioned in many previous mathematics education’s literature. The purpose of this study is to improve students' understanding of fractions by incorporating technology in teaching and learning fractions. The way mathematics is taught in schools has not changed much for the past many years. Previously,// //teachers might recognize that technology such as calculator, geometrical sketchpad and spreadsheet provide just an instructional tool for their mathematics classes and at the same time perceived that technology potentially interferes with learning key mathematical ideas. This study however proved that, adopting technology into classrooms may help students to improve their understanding of mathematical concepts and ideas while having a meaningful learning experience//.

=1.0 INTRODUCTION = Research in mathematics education has repeatedly shown that too few children have adequate mathematics skills with understanding (National Research Council [NRC], 2001). To help students understand mathematics conceptually, mathematics teachers need to develop various strategies to make mathematics concepts visual, live, connected, and meaningful (An, Wu, & Kulm, 2004). In recent years, researchers started paying attention to the effects of integrating technology to enhance student learning (Thompson & Thompson, 1987; Groves, 1994). The National Council of Teachers of Mathematics (NCTM, 1998), the first professional organization to create national standards for appropriate uses of technology in mathematics areas, recommends that in mathematics classrooms: • A computer must be available in every classroom for demonstration purposes. • Every student has access to a computer for individual and group work. • Students learn to use the computer as a tool for processing information and performing calculations to investigate and solve problems.

It is believed that using information technology in teaching and learning, will enable students to have access to learning materials that they may have difficulty obtaining or could not obtain in other ways. Teachers must prepare materials well and this means an improved presentation of materials. Students have an increased opportunity to understand what is being presented in class.

==<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**F** **<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 11pt;">raction in Kurikulum Bersepadu Sekolah Rendah (KBSR <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">) ** ==

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">One of the main topics in elementary mathematics is fraction. In Malaysian school context, fraction was first introduced to Year 3 students as stipulated in KBSR Curriculum. Some fractional terminologies were introduced to students at this year such as one quarter, one half, three quarter and one whole and the symbols and diagrams that represent them. At Year 4 the content of fractions is more specific to proper fraction, equivalent fraction, addition and subtraction of fractions. In Year 5 the content of fraction is extended to improper fraction, mixed number, addition and subtraction of improper fraction with like and unlike denominator, multiplication and division of fractions, improper fractions and mixed numbers as well as problem solving. At Year 6, the focus more on addition, subtraction, multiplication and divisions of fractions with bigger numbers. Students in primary schools should be able to be good in fraction as KBSR provides comprehensive curriculum for the topic. Unfortunately the scenario is that fraction has always been the topic that students most dislike. Many parents and teachers are aware that many students do not perform in this topic. Since it’s a hierarchical, many students in year 5 unable to do fractions due to their poor understanding of fractions at lower levels. As educators we should focus more on this issue by trying to find ways and strategies to remedy the situation

According to Maria(2009), it's not the concept of fraction that is difficult - it is the addition, multiplication, subtraction, simplifying, etc. - various operations that you do with fractions. She added that the simple reason why learning the various fraction operations proves difficult for children is the way they are typically taught in school books. They need to memorize <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">the amount of rules // <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">to learn about fractions.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 200%;">Why are fractions so difficult to learn? **

If children simply try to //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">memorize these // <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">without knowing where they came from, they will probably seem like a jungle of seemingly meaningless rules. By meaningless means that the rule does not seem to connect with anything about the operation .Maria (2009) also reminded that fraction math can then become a blind following of the rules, tossing the numbers here and there, calculating this and that - and getting answers, of which the kids have no idea if they are reasonable or not. And of course, it is quite easy to forget these rules, or remember them wrong - especially after 5-10 years

Frances(2004) listed several educational literatures on problems involving learning fractions. 1. Most students have difficulty with fractions.(Tourniaire & Pulos, 1985) 2. Students apply whole number concepts to fractions. (Mack, 1995) 3. Students do not successfully transfer informal knowledge to abstract setting. (Mack, 1990)

Researchers also found that students who are in transition from concrete to formal thinking often interpret fractional representations in unintended ways. When children possess a solid understanding of fractional concepts, they can use this knowledge to describe real world phenomena. Therefore educators and researchers in Malaysia need to take a proactive action in understanding issues (Fan and Noraini).

=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">2.0 ANALYSIS PHASE = <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> In the analysis phase, we will identify the root problem that most weak students faced in fractions. During this phase we conducted survey to 35 Year 5 students at SK Bangsar, Kuala Lumpur, while taking into consideration students’ learning environment, prior knowledge, and background. Based on the analysis, we will set out target and goal to identify the objectives that need to be achieved in order to solve the problem.



<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> Survey result <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Table 1 shown the results from the survey:

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">fractions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">) ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">36 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">64 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">mixed number <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">kepada <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">improper fraction ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">33 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">67 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">addition <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">untuk <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">fractions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">dengan mudah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">39 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">61 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">subtraction <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">dalam <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">fractions ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">67 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">23 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">fractions ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">75 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">25 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">From the analysis of the students' answer script, several reasons for the poor result were notified:
 * ===**<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Soalan **=== ||= ===<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Ya (%) === ||= ===<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Tidak (%) === ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1. Saya sangat meminati mata pelajaran Matematik ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">83 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">17 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2. Saya sangat meminati mata pelajaran Bahasa Inggeris ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">42 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">58 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3. Saya rasa susah untuk mempelajari Matematik ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">64 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">36 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">4. Saya dapati matematik sangat membosankan ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">19 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">81 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">5. Saya seronok apabila guru mengajar matematik menggunakan komputer ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">81 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">19 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">6. Saya faham apabila guru mengajar Matematik dalam bahasa Inggeris ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">58 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">42 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">7. Saya lebih suka jika guru menerangkan dalam Bahasa Malaysia ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">83 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">17 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">8. Saya selalu menghadapi masalah untuk menyiapkan kerja rumah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">31 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">69 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">9. Saya hafal sifir 1 hingga 6 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">86 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">14 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">10. Saya hafal sifir 7 hingga 12 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">19 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">81 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">11. Saya lebih faham jika guru menggunakan komputer untuk mengajar ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">67 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">33 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">12. Saya memerlukan bantuan untuk menyiapkan kerja rumah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">69 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">31 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">13. Saya suka mengulangkaji Matematik tanpa disuruh guru ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">50 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">50 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">14. Ibu bapa selalu membantu saya menyelesaikan masalah Matematik ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">62 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">38 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">15. Saya pergi ke kelas tuisyen untuk meningkatkan kefahaman saya ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">36 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">64 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">16. Saya suka belajar Matematik bersama kawan-kawan ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">61 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">39 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">17. Kawan-kawan selalu membantu saya dalam menyiapkan kerja rumah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">56 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">44 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">18. Saya suka topik pecahan (
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">19. Saya tahu macam mana untuk menukar
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">20. Saya boleh menjalankan operasi
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">21. Saya rasa susah untuk menjalankan operasi
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">22. Saya lebih suka guru menggunakan alat bantu mengajar untuk menerangkan topik
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">23. Saya sedar bahawa Matematik sangat penting dalam hidup saya ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">100 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">0 ||


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Not good in multiplication ( 6 till 12 )
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Do not understand the concept of mixed number and improper fractions.They could not visualize mixed number and improper fractions

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2.1 LEARNER'S ANALYSIS
<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**Students' background** SK Bangsar is situated in Bangsar district which is about 10 km from the heart of Kuala Lumpur. Although it is located in the urban city, most of the students live in the squatter areas near the school. The subject of study are students from class 5 Inisiatif which is the 5th class from ten Year 5 classes. Majority of the the students come from lower class social economic family. About 50% of the students are from family with income less that RM1000, 44.5% (RM1001-RM5000), 5%(RM5001-10000) and 0.5%(more than RM10,000).

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> Academic achievement <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Based on UPSR 2008 result, only 6% managed to get A, 15% (B), 27% (C), 42% (D) and 10% (E). During 2009 Mid Year Exam, only 40% of the students passed the exam with none got A. Only 7% got B, 33% (C), 58% (D) and 2% (E). The overall performance of these students in Mathematics is relatively very poor.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> Students' Attitude According to their mathematics teacher, students in class 5 Inisiatif are fairly attentive during mathematics lesson and also do their work as instructed. Regularly about half of the class will complete their homework on time. The students also seem to aware the importance of mathematics in their education. This can be seen through their interest shown in trying hard to solve math problems and understand the lesson. They are also participative in class such as do not hesitate to try to answer teacher's question and also actively having group discussion to solve math question. <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> It is also noted that these students do not have any <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">communication problem with their teacher as they will normally ask their teacher anything that they do not understand during the lesson.

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Prior knowledge <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">In order to know their level of understanding of fraction and their prior knowledge on fractions, the students in this class were given a short test on basic fractions which they have learned since Year 3. The test consists of 15 basic questions on fractions such as naming fraction from diagrams (one whole, one half, one quarter, three quarter), comparing fractions, simple addition and subtraction (like and equal denominator). Apart from that, students were also given a few problems on mixed number which they have learned in Year 4. Based on the test, the following problems have been identified:
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Many unable to compare fractions.
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Many unable to perform addition and subtraction of fractions with unlike denominators.
 * <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Majority gave wrong answer for the questions that involve mixed number and improper fraction.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2.2 CONTEXT ANALYSIS
**School background** <span style="font-family: Arial,Helvetica,sans-serif;">SK Bangsar is a two sessions school where standard 4 until 6 are in morning session while Standard 1 to 3 are in evening session. There are 10 classes for each level, where more or less 36 students in each class. The total number of students approximately are 2100. The majority of students are Malays where it contributes 98% of total students. The number of students in Class 5 Inisiatif is 36 pupils and all of them are Malay.

There are 2 computer laboratories in SK Bangsar. Each laboratory consists of 20 personal computers. SK Bangsar does not have a special room for learning Mathematics as there is inadequate of rooms. However each lab has LCD projector with internet facilities. Teachers will bring the students to the lab for teaching and learning Mathematics whenever required. SK Bangsar also has 1 access room with internet facilities. The room consists of 10 computers where students can surf internet at their leisure time.
 * School facilities**

<span style="font-family: 'Arial','sans-serif';"> Successful operation of a school requires competent administrators. The school administrators develop academic programs, monitor students’ educational progress, train and motivate teachers. In order to increase Mathematics teacher’s literacy in Information and Communication Technology (ICT), they have to attend courses handled by Jabatan Pelajaran Wilayah Persekutuan. Some of the courses attended by Mathematics teachers are PowerPoint, Geometer’s Sketchpad, Handling Notebook, Using Graphic Calculator and a few more. There are also courses that are not related to ICT such as Marking Techniques and Developing Mathematics Question based on UPSR Standard. Hopefully this will increase competency and efficiency among Mathematics teachers.
 * Support from administration and teachers**

Meeting are held in Mathematics Panel to discuss the activities that need to be done in order to increase students’ achievement. Some of the activities are Motivation Camp, extra classes in Mathematics, Mentor / Mentee, Educational Trip and Mathematics Week. The activities are planned, not only to increase the achievement, but also to develop students’ interest and likeness in Mathematics, and eliminate the Mathematics phobia among students.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">** Support from parents ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Parents have a vital role in their child's education. Parents can help children enjoy school more, improve their studying and homework skills. Based on the survey, 69% of the students feel that they need help with their homework. 61% said that they like learning Mathematics with their friends. 62% said that their parents help them with their homework and 36% went to tuition class to increase their knowledge. We can say that even though the parents are <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">not highly educated <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> (based on annual income), they realize the importance of Mathematics in their children’s life. They tried to help as much as they can, although some totally rely on <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">teachers to educate their children.

**<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2.3 IDENTIFY PROBLEM **
<span style="color: black; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">For our case study, we choose a problem faced by Year 5 students from SK Bangsar in Fractions, a topic taught in Mathematics subject. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Teaching fractions has been a complex and largely unsuccessful aspect of mathematics instruction in the elementary grades for many years. Students' understanding of fraction concepts is a big stumbling block in their mathematical development. Some researchers have pointed to children's whole-number knowledge as interfering with, or creating a barrier to, their understanding of fractions (Behr et al. 1984; Streetland 1993; Lamon 1999).

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> From observation and experience, we noticed that students have difficulties to understand the concept of fraction. We noticed that when the students set their mind that fraction is the difficult topic in mathematics and they feel it’s difficult to learn. They always forget what they have learned, and teacher always has to remind them and sometimes re-teach the topic. Sometimes teacher felt that the students lack of motivation and always wait for teacher to give them input. They don’t go for themselves to find out what they don’t understand.

1. <span style="color: black; font-family: Arial,sans-serif;">__Students do not remember the multiplication table__ <span style="color: black; font-family: 'Arial','sans-serif';">Students were weak in memorization. They cannot memorize multiplication table between 6 till 12. That's why they were having problem to solve addition and subtraction fractions involving different denominator.
 * Root Cause**:

2. <span style="color: black; font-family: Arial,sans-serif;">__Students do not have strong foundation of fractions.__ Students do not understand the basic concept of fractions. Students can understand when teacher uses concrete object in explaining the problem. But when the problem is displayed as a mathematical sentence, this is where the problem arises. They have difficulties to analyze the problem. Due to this, they were having problem to solve problem solving type of questions.

3. <span style="color: black; font-family: Arial,sans-serif;">__Students cannot relate fraction with its uses in their daily life.__ <span style="color: black; font-family: 'Arial','sans-serif';"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Students cannot make connection between the fractions concept with their daily activity. This makes it difficult for them to grasp the meaning of fractions.

2.4 OBJECTIVES Students will be able to:
 * Differentiate between improper fraction and mixed number
 * Convert improper fractions to mixed numbers and vice versa
 * Subtract two mixed numbers with same denominators up to 10
 * Subtract two mixed numbers with different denominators up to 10
 * Solve problems involving subtraction on fractions
 * Add two mixed numbers with same denominators up to 10
 * Add two mixed numbers with different denominators up to 10
 * Solve problems involving addition on fractions

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">* Based on <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Curriculum Specification for Mathematics Year 5

2.5 FORMATIVE EVALUATION

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 115%;">During this phase, we really realize the importance <span style="color: #000000; font-family: Arial,sans-serif; font-size: 11pt; line-height: 115%;"> of fully understanding the concept of Technological Pedagogical Content Knowledge (TPCK). We struggle hard to come out with the root cause of the problem. At first we believe that the problem lie with the students. Our perceptions are students are not bright, lazy, no motivation and always play during class. Using TPCK concept makes us realize that we have to look at the situation from different areas. The areas are our cognitive knowledge of Mathematics, the content of teaching, the pedagogical practices used in teaching Mathematics, and the technology integration in teaching. Once we have finalized the root cause, learning and teaching objectives are made.

=<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif;">3.0 DESIGN PHASE =

**3.1 PROPOSED SOLUTION**

__1. Using fingers in learning multiplication__ Method of teaching like memorization was not suitable for weak students. Teacher will introduce new method in teaching multiplication table. Students are not going to rote the multiplication table but they will use their finger to find answer on multiplication.

2__. Using Web based in teaching basic concept of fractions__ With recent advances in computer technology, it is no surprise that the manipulation of objects in mathematics classrooms now includes the manipulation of objects on the computer screen. These objects, referred to as virtual manipulative, are essentially replicas of physical manipulative placed on the World Wide Web. Teacher are going to use <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">mathematics sites available on the internet  to teach basic concept in fraction. Teacher will show and teach fraction using concrete examples. Colourful graphics and pictures will be used in order to capture students’ attention and interest.

<span style="color: black; font-family: Arial,sans-serif;">__3. Engage the students in active learning__ <span style="color: black; font-family: 'Arial','sans-serif';">Let students learn actively. Engage students in exploring, conjecturing and thinking rather than on rote learning of rules and procedures. Teacher will present mathematics in positive and light way. <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Online mathematics games <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt;">will be used in order to create fun learning. Teacher can organize quiz to encourage student to compete among each other in answering fractions questions. __4. Develop Cooperative learning among students__ <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Student can improve mathematics achievement and encourage higher level thinking when students are involved with other students (Marzano, 2007; Stigler & Hiebert, 1999; Tobin, 1986). Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. To encourage <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">cooperating learning <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">, students will be divided into 5 groups. Each group will be given problem on fractions. Good students will help the weaker students. The students will discuss cooperatively to come out with the solution.

__5. Relates fraction in students’ daily lives__ <span style="color: black; font-family: 'Arial','sans-serif';">In order to make fractions more meaningful for the students, teacher will have to <span style="color: #548dd4; font-family: 'Arial','sans-serif';">r <span style="color: #0000ff; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt;">elate the usage of fraction in everyday lives <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt;">. Tzur (1999) explains how students' learning of fractions can be prompted with realistic situations that lead the students to use their informal knowledge to construct meaning for themselves. Using authentic problems with students can be useful to demonstrate how the mathematical concept may be interpreted and applied in real-life situations. Manipulative combined with real-life problems can interest students in solving problems, which, in turn, helps them construct meaning. This process contributes to students' mathematical knowledge base

__6. Drill and practice__ <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Students will improve their mathematics achievement with drill and practice. Frequent practice is necessary to attain strong mental arithmetic skills and reflexes. There are 2 types of drill and practice that will help students in building fact and operations skills.

<span style="font-family: 'Arial','sans-serif';">The first way is by <span style="color: #0000ff; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt;">using worksheet, workbook or textbook <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt;">. Teacher will distribute worksheets that may consist of 10 to 20 questions. The number of questions will vary from easy to intermediate. Teacher may give the question after each class, and discuss the answer during next class.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Secondly, there are <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">drill and practice online games <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">. This exercises aim primarily at building fact and operations skills. Using games to practice number skills also greatly reduces the need for worksheets. Because the numbers in most games are generated randomly, the games can be played over and over without repeating the same problems. The games can also reinforce other skills including calculator skills, money exchange and shopping skills, logic, geometric intuition, and intuition about probability and chance. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">

Lesson plan for the whole fraction topic was designed according to Curriculum Specifications for Primary Schools - Mathematics.,
 * 3.2 LESSON PLAN**


 * [[file:LP1 - improper and mixed number.doc]] || [[file:LP 2- addition of fraction.doc]] || [[file:LP 3 - subtraction of fraction.doc]] ||
 * 3.3 FORMATIVE EVALUATION**

Engagement strategies: One area of improvement could focus on how teachers engage students. Students can be shown how fractions apply to their personal lives. This makes the lesson more motivating and successful for the students. Many teachers did not make connections from the content to real-life applications. Many of the fraction lessons were not engaging nor did they actively involve the students. Instead, they consisted of the teacher providing examples and the students practicing.

= <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">4 .0 DEVELOPMENT PHASE =

**4.1 INTERNET**

__1. Using fingers in learning multiplication__ We have downloaded a video from Youtube. This video teaches us how to learn multiplication table from 6 till 9 by using fingers. In case the video cannot be watched, we used a free Picasa software from Google to snapshot the video into photos and transformed it into PowerPoint presentation.



[|multiplying by 9]

__2. Teaching basic concept of fractions__ http://www.coolmath4kids.com

<span style="color: black; font-family: Arial,sans-serif;">__3. Engage the students in active learning__ Fraction multiplayer online games: http://www.iknowthat.com/com/L3?Area=FractionGame

__4. Relates fraction in students’ daily lives__ http://www.gamequarium.com/ fractions.html

__5. Drill and practice__ Examples Online fraction games : http://www.visualfractions.com [] - adding and subtracting fraction games) [] - all games according each fractions subtopic) [] [] []

**4.2 WORKSHEET**

Some of the worksheets that can be used to test students' understanding and knowledge.

4.2.1 Proper and improper fractions

4.2.2 Addition of fraction 4.2.3 Subtraction of Fractions 4.2.4 Others


 * 4.3 FORMATIVE EVALUATION**

Internet really helps teacher in their teaching and helps students in their learning. Students can understand fraction more easily because the examples used to teach the concept of fraction were related to their daily life. All pictures are colorful and attractive. It helps to motivate students to learn fraction especially they are still young. Normally children likes to play games. Fraction games will help students to do drill and practice. We found that we have to think a few strategies to motivate or to engage students with the fraction website. We took quite a long time to choose the most suitable materials for fractions as there are so many available on site thers

=<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif;">5.0 IMPLEMENTATION PHASE =

**5.1 DAY 1 : SUBTOPIC - PROPER AND IMPROPER FRACTION**

__Activity 1:__ - Students are shown a video on how to do multiplication using fingers. After that teacher explained further on the concept. Teacher then asked two students to challenge on each other. Teacher gave one question and whoever the faster in answering the question correctly may sit down. The other one left was asked to challenge another friend. Again teacher asked another question. This went on for 5 minutes. Students enjoyed it very much, where some volunteer to answer any question. Surprisingly students who had difficulties in multiply before, can answer the question given by teacher quite fast. It was a good start of a lesson that day.

__Activity 2:__ - Using a website [], teacher explained the concept of Proper and Improper Fraction. To enhance students understanding, teacher asked the students in pairs to draw shapes that represent proper and improper fraction using window paint. Students showed interest in the activity as they are able to colour the shape. Majority got it correctly.



__Activity 3:__ - Teacher later introduced online educational games with multiple players at []. Before the class, teacher has already registered for the whole class. To enable teacher to monitor, all students' sign up name began with skb. Still worked in pairs, teacher asked the students to use either one of the pair to sign up and chosed level improper fractions. Students were so excited as that was the first time they learned to play mathematics games online. Furthermore they enjoyed competing with one another. Some of them showed great achievement. And when teacher asked the students to stop playing, some of them cant seem to stop. That was the challenge for teacher when she want to bring the students away from the excitement and back to the real world.


 * [[image:fishy_frac_1.jpg width="435" height="345" caption="Captured during class"]] || [[image:fishy_frac_2.jpg width="419" height="346" caption="Captured during class"]] ||

__Activity 4:__ - Teacher distributed handout on Proper and Improper Fractions. Students are asked to do it in class. 33% of them manage to get Grade A and B.

Students really show great interest when teacher taught them how to do multiplication using finger. They were also interested with fraction game. Since the internet connection was not quite strong that day, teacher informed that they could continue that game at home (if they had internet connection) or using the access room. After the school ended, some of the students continued playing at home, at access room in school and even at the cybercafe. This activity can really engage students in active learning.
 * Evaluation:**


 * 5.2 DAY 2 : SUBTOPIC - ADDITION OF FRACTION**

__Activity 1:__ - For set induction, teacher still asked the students with multiplication table ( Table 1-7). This time around teacher asked everyone to stand up. Teacher asked more difficult questions than before. Those who answered correctly may sit down. Most of the questions are answered correctly by students.

__Activity 2:__ - Teacher explained the concept of Addition using [] and demonstrated it using the white board. Teacher gave examples of Addition with like and unlike denominators.

__Activity 3:__ - Teacher continued the lesson by showing web site []. Teacher chose word problems questions ([|U2]and [|U4]) This exercise introduced on scenario-based question where questions were given in sentences. This exercise promoted the students on how to relate and use fractions with their daily life. This activity was quite difficult for weaker students. They were not only have to understand the sentence in English, but also to solve the problem. Teacher showed the students on how to chunk the question and identify the main term in the question.

__Activity 4:__ - Teacher formed the students into groups of 5. A group consists of good and weak students. Each student was given worksheet on Addition. They were asked to [|work together cooperatively] to answer the questions. Good students would help weak students. All groups gave the answer correctly. [|Peer-tutoring] really helped weak students to understand better, as they learned from their friend.



__Activity 5:__ - Teacher distributed handout on Addition of Fractions as a homework. Students are asked to submit the answer on the next lesson.

Students gave full cooperation and commitment with all the activities. They can add fraction with like denominators easily. Some of the students were still having problem to add unlike denominators but with helped from their friends and teacher, they managed to solve it.
 * Evaluation**


 * 5.3 DAY 3 : SUBTOPIC - SUBTRACTION OF FRACTION**

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">__Activity 1:__ - For set induction, teacher still asked the students with multiplication table (1-10) with more big numbers. This time, teacher chose a student by throwing a ball to him. After he asked correctly, the student would throw the ball to someone else, and teacher would pose another questions until 6 students answered correctly. <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> __Activity 2:__ - Teacher explained the concept of subtraction using a website [] <span style="color: #ff0000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">. <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Using examples from the website, teacher teaches students how to do subtraction with like and unlike denominators. __Activity 3:__ - Teacher started a Quiz activity by dividing the students into 2 groups. Each group consists of good and weak students. Teacher started the online games on subtracting fractions at []. Group 1 members would take turn to answer the question. When they answered correctly, mark would be added for them. Then the next question would go to another group. At the end of the Quiz, teacher praised Group 2 for scoring higher mark thus win the Quiz activity. It was very fun to see how the students competing among themselves in order to win the game. In directly, that activity became a drilling practice for the students as there were approximately 30 questions was answered on that day.

__Activity 4:__ - Teacher distributed handout on Subtraction of Fractions as a homework. Students are asked to submit the answer on the next lesson.
 * [[image:kuiz2.JPG width="192" height="144" caption="students show their answer"]] || [[image:kuiz3.JPG width="192" height="144" caption="discuss with their group member"]] || [[image:kuiz4.JPG width="192" height="144" caption="teacher... I want to answer"]] || [[image:kuiz1.JPG width="195" height="150" caption="question showed by teacher"]] ||

Students were improved in multiplication. They were able to master the multiplication method using finger. During mathematics lesson, they were very enthusiastic and they will ask their teacher to question them with multiplication. This skill really helped students to solve questions on subtraction of fraction with different denominators.
 * Evaluation**


 * 5.4 DAY 4 : SUBTOPIC - EVALUATION ON FRACTIONS**

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">__Activity 1:__ - Teacher gave students a short test questions that consists of 20 questions. The objective of the activity was to evaluate the students' achievement after teacher have completed teaching fractions. Later, teacher checked the answer with the students. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 24px;">The findings from the test showed that pupils have improve in understanding the basic of fraction. They can name and write the fraction correctly. They also know how to convert from mixed number to improper fractions and vice-versa by themselves.

Now, most of them have confident to do fraction. Even some of them still slow in understanding the basic concept of fraction, but they have improve it. They show their interest in mathematics and always try to get the answer.

From this test, 75% have achieve the objectives and can understand the basic concept. The rest still need guide especially for fractions that involve basic operation. But, they have increase their mark and understanding in mathematics especially in fractions. <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> __Activity 2:__ - Teacher requested students to fill in the Post Evaluation Form. The objective was to evaluate students' perspective towards fractions and mathematics after they have been introduced with a few technology-based teaching and learning strategies. It was found that students have changed their mindset on mathematics and fractions in particular.

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">- For post evaluation, teacher distributed again the same short test and survey form during pretest to students.

=<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif;">6.0 SUMMATIVE EVALUATION PHASE =

The implementation phase has been done quite successfully. Teacher managed to attract students’ attention to learn fraction. The activities have created excitement not only to the students but also to the teacher herself as learning fraction using technology has never been done before in that class. The students are participative and engaged themselves in the learning part throughout the session. The teacher is quite excited to see the improvement in terms of student understanding of fraction.

1. Teacher had to do the drilling activities for Year 6 students in preparing them for the UPSR exam in September. So it would be quite difficult for teacher to do the fractions activities in order to test the effectiveness in applying technology in teaching. 2. The internet connection at school is not stable. 3. Difficult to remove students' attention from the games and continue with next lesson. Students are always excited to computer games. 4. Students find it difficult to understand word problems or scenario problem as most of them are not really good in English. 5. The teacher also finds it difficult to encourage students to play outside the classroom. Teacher hopes that students who are lazy in doing their homework, can use this type of games to increase their knowledge and understanding. Unfortunately for those who do not have internet access at home, that will slightly create a hindrance to their learning process.
 * 6.1 CHALLENGES/PROBLEMS FACED BY TEACHER**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**6.2 HOW TEACHER OVERCOME THE PROBLEMS** 1. Teacher changed the subject of study from Year 6 students to Year 5 students. 2. Teacher will use her broadband modem in case the internet connection is slow and only teacher will control the computer. Teacher need to change the strategy for the activity. 3. Change the time for games activities towards the end of the lesson, instead of in the middle. This way, the students have to stop playing so that they may return to their class to continue with next subject. 4. Teacher introduced on how to do the chunking and to identify the key words in the sentence. Teacher listed key words that provide the same meaning. For example, taken out, remove from, out of, represent the subtraction operation. Students have to remember the key words. 5. Encourage the students to use access room after school for further understanding of the lesson in order for them to participate in multiple player games.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**6.3 SUGGESTIONS** 1. Teachers need to think of ways and strategies that will ensure students to continue learning and exploring about technologies within mathematics subject on their own when they are outside classroom. 2. Teacher needs to focus more on the scenario problem as we found that students still having problem in that area. 3 For group discussion, we should diversify the way we portray the questions. During previous activity, we distributed worksheet like we normally used as exercise or homework. Last week, we have been introduced with [|Hot Potatoes]. With this program, we can create quite interesting type of questions like crossword/numbers, matching and a few more. Hopefully students will be more interested to learn mathematics, and answer questions in mathematics.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**6.4 ANALYSIS OF THE POST TEST AND POST EVALUATION** We used the same short test during pretest and post test. From the result, there was improvement on students' performance. Most of the students can answered the fractions questions correctly. From the pretest, the average mark was <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**38%** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">, whereas in the post test, the average mark was <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**64%** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">.

Based on the post evaluation, it shows that students have positive perception towards mathematics, they were able to memorize multiplication table and interested in learning fractions.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">This is the result for the short test during pretest and post test: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"> This is the result from the post test evaluation:
 * = **Students** ||= **Pretest Mark (%)** ||= **Post test Mark (%)** ||
 * = 1 ||= 52 ||= 75 ||
 * = 2 ||= 45 ||= 78 ||
 * = 3 ||= 28 ||= 40 ||
 * = 4 ||= 55 ||= 81 ||
 * = 5 ||= 35 ||= 76 ||
 * = 6 ||= 36 ||= 60 ||
 * = 7 ||= 20 ||= 62 ||
 * = 8 ||= 35 ||= 55 ||
 * = 9 ||= 34 ||= 50 ||
 * = 10 ||= 35 ||= 65 ||
 * = 11 ||= 22 ||= 55 ||
 * = 12 ||= 35 ||= 70 ||
 * = 13 ||= 49 ||= 80 ||
 * = 14 ||= 54 ||= 78 ||
 * = 15 ||= 34 ||= 71 ||
 * = 16 ||= 37 ||= 57 ||
 * = 17 ||= 67 ||= 86 ||
 * = 18 ||= 38 ||= 48 ||
 * = 19 ||= 60 ||= 85 ||
 * = 20 ||= 45 ||= 87 ||
 * = 21 ||= 44 ||= 70 ||
 * = 22 ||= 46 ||= 75 ||
 * = 23 ||= 36 ||= 47 ||
 * = 24 ||= 32 ||= 76 ||
 * = 25 ||= 24 ||= 55 ||
 * = 26 ||= 21 ||= 54 ||
 * = 27 ||= 25 ||= 46 ||
 * = 28 ||= 30 ||= 55 ||
 * = 29 ||= 32 ||= 44 ||
 * = 30 ||= 37 ||= 69 ||
 * = 31 ||= 42 ||= 70 ||
 * = 32 ||= 43 ||= 75 ||
 * = 33 ||= 30 ||= 62 ||
 * = 34 ||= 42 ||= 67 ||
 * = 35 ||= 40 ||= 54 ||
 * = 36 ||= 33 ||= 56 ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">fractions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">) ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">85 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">15 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">mixed number <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">kepada <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">improper fraction ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">85 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">15 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">addition <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">untuk <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">fractions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">dengan mudah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">80 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">20 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">subtraction <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">dalam <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">fractions ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">75 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">25 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">fractions ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">90 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">10 ||
 * **Soalan** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Ya (%) ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Tidak (%) ** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1. Saya sangat meminati mata pelajaran Matematik ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">97 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">3 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">2. Saya sangat meminati mata pelajaran Bahasa Inggeris ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">69 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">31 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">3. Saya rasa susah untuk mempelajari Matematik ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">19 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">81 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">4. Saya dapati matematik sangat membosankan ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">4 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">96 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">5. Saya seronok apabila guru mengajar matematik menggunakan komputer ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">100 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">0 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">6. Saya faham apabila guru mengajar Matematik dalam bahasa Inggeris ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">68 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">32 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">7. Saya lebih suka jika guru menerangkan dalam Bahasa Malaysia ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">86 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">14 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">8. Saya selalu menghadapi masalah untuk menyiapkan kerja rumah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">25 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">75 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">9. Saya hafal sifir 1 hingga 6 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">97 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">3 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">10. Saya hafal sifir 7 hingga 12 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">74 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">26 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">11. Saya lebih faham jika guru menggunakan komputer untuk mengajar ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">87 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">13 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">12. Saya memerlukan bantuan untuk menyiapkan kerja rumah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">50 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">50 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">13. Saya suka mengulangkaji Matematik tanpa disuruh guru ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">76 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">24 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">14. Ibu bapa selalu membantu saya menyelesaikan masalah Matematik ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">62 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">38 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">15. Saya pergi ke kelas tuisyen untuk meningkatkan kefahaman saya ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">40 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">60 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">16. Saya suka belajar Matematik bersama kawan-kawan ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">74 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">26 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">17. Kawan-kawan selalu membantu saya dalam menyiapkan kerja rumah ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">60 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">40 ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">18. Saya suka topik pecahan (
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">19. Saya tahu macam mana untuk menukar
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">20. Saya boleh menjalankan operasi
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">21. Saya rasa susah untuk menjalankan operasi
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">22. Saya lebih suka guru menggunakan alat bantu mengajar untuk menerangkan topik
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">23. Saya sedar bahawa Matematik sangat penting dalam hidup saya ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">100 ||= <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">0 ||

=<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif;">7.0 CONCLUSION =

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">This study investigated on the how to overcome the problem faced by Year 5 students in learning fractions in Mathematics subject. The findings from this study indicate that students have difficulties in multiplication. Thus it will affect their understanding in addition and subtraction. They also did not have strong foundation of fractions and did not understand the true meaning of fractions to enable them to relate it in their daily life. We introduced a few different strategies than we normally did in classroom. Colorful fraction diagrams and exciting games from several websites managed to attract their attention and hence create fun learning environment. The integration of technology in teaching fractions to those students also has resulted the awareness among them of how technology can really assist them in understanding many concepts in mathematics. They were just made to realize that there are infinitely many fun and educational sites for them to explore.

After all the activities introduced to the students, we cannot 100% sure that the students understand all the lesson taught and being able to answer well in the exam. But we are sure that students showed more interested in mathematics than before. They are less phobia in learning mathematics. They realised that learning mathematics can be fun too. We think that a good start as we feel that they students need to feel comfortable with the classroom and teacher before they can absorb with what we teach them.

Integrating technology is not about technology itself. It is primarily about content and effective instructional practices. Technology involves the tools with which we can deliver content and implement practices in better ways. Its focus must be on curriculum and learning. Integration is defined not by the amount or type of technology used, but by how and why it is used (Earle, 2002)

=<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif;">8.0 REFLECTIONS =

From this project, I realized that we have implemented //Learning by Design// approach as mentioned by Matthew J. Koehler and Mishra and TPCK as our framework. In order to complete this project, it had developed cooperative and collaborative learning. We also learn how to solve problem using high order thinking skill such as creative and critical thinking. || From this project, I learned about TPCK in teaching mathematics. Now days, as maths teacher, we already have many resources in internet. So, its depends on teachers to take this opportunity or make as alternative way to enhance their pedagogy to their student. This e-book help me to understand the concept of TPCK better. We, as teacher need to know our student background, have positive mindset and let them show their talent as well. ||
 * = [[image:surina.JPG width="107" height="127" align="right"]] || __Surina Bt Muhammad Fakhruddin__During working on this ebook, I realized the importance of TPCK concept while designing an effective instructional. Applying technology in teaching can be helpful dan also can be a hindrance. So it is important to choose an appropriate technology tools during T&L session. This project also teaches me the importance of team work, identify each team member's strength and also working cooperatively to produce great product. ||
 * = [[image:DSCF2058.JPG width="102" height="123"]] || __Siti Zarina Bt. Syed Nordin__
 * = [[image:fazliah3a.jpg width="98" height="115"]] || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Nurfazliah Bt Muhamad__The most important thing that I have learned when doing this ebook is the importance of TPCK in teaching and learning. When technologies come with pedagogy and content, it makes teaching and learning more meaningful and interesting. This can be seen by the change in mindset of the students, that is Mathematics, especially fraction is difficult to learn. I also learned that i should not underestimate my students, they are not good whereas they are actually can be trained to be much better.As their teacher, i will do my best to implement. ||
 * = [[image:23042009076.jpg width="88" height="115"]] || __Salbi bt Dollah__Through my involvement in the construction of this e-book, I managed to understand the importance of TPCK in teaching mathematics. As a math educator I must have an in-depth understanding of mathematics (the content), teaching and learning (the pedagogy), and technology. In my many years of teaching profession, I noticed that the technology was rarely used in teaching mathematics. This e-book however has changed my belief that is by incorporating technology into classroom, it might give a big impact in teaching and learning mathematics . Learning mathematics is no longer a “stressful session” to our students but can be “fun yet educational”. ||
 * [[image:Picture_006.jpg width="99" height="102"]] || __Sarulzila Azian bt Md Rahim__

= =

=<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif;">9.0 REFERENCE =

The Journal of Computers in Mathematics and Science Teaching, 24 (1), 5-25. Retrieved August 30, 2009, from ProQuest Education Journals. (Document ID: 785060121). = =
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