Universiti Teknologi Malaysia Institutional Repository

When You don’t have to be sequential: A meta-analysis

Ameer Hamza, Ilda Salwani and Abdullah, Abdul Halim and Osman, Sharifah (2019) When You don’t have to be sequential: A meta-analysis. International Journal of Academic Research in Business and Social Sciences, 9 (2). pp. 1142-1157. ISSN 2222-6990

Full text not available from this repository.

Official URL: http://dx.doi.org/10.6007/IJARBSS/v9-i2/5671


Comparison approach is a cognitive process that is often used in a variety of domains specially to support effective mathematics learning. Students with low mathematical proficiency often make mistakes when solving a mathematical problem using different types of solving strategies. These mistakes can be prevented by presenting different strategies using the comparison approach in mathematics learning. If students are encouraged to compare, the similarities and differences become highlighted. This study examines the benefits of different types of comparison approaches in mathematics learning through a systematic review of research literature published between 2009 -2018, resulting in a total of 20 interventions (20 studies) that met the criteria for this study. The findings showed that students’ conceptual knowledge, procedural knowledge, and procedural flexibility are related to the greater implementation of the intervention, which when used sufficiently, can improve long-term mathematics learning. This study suggests that teachers may need additional support in preparing mathematics instruction using the comparison approach and that knowing the benefits of different types of comparisons in mathematics learning may persuade and help them to decide what to compare and when to use comparisons.

Item Type:Article
Uncontrolled Keywords:Comparison Approach, Mathematics Instruction
Subjects:H Social Sciences > HB Economic Theory
Divisions:International Business School
ID Code:89674
Deposited By: Widya Wahid
Deposited On:22 Feb 2021 13:56
Last Modified:22 Feb 2021 13:56

Repository Staff Only: item control page