MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework
Recently, Malaysian researchers revealed numerous concerns regarding students’ struggles in number sense. Nevertheless, in a contemporary Malaysian classroom atmosphere, pencil-and-paper computation, and the application of a calculator that results in the generation of an exact answer are becoming m...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Published: |
Inderscience Publishers
2022
|
| Subjects: |
| _version_ | 1796866643456950272 |
|---|---|
| author | Ameer Hamza, Ilda Salwani Abdullah, Abdul Halim Osman, Sharifah |
| author_facet | Ameer Hamza, Ilda Salwani Abdullah, Abdul Halim Osman, Sharifah |
| author_sort | Ameer Hamza, Ilda Salwani |
| collection | ePrints |
| description | Recently, Malaysian researchers revealed numerous concerns regarding students’ struggles in number sense. Nevertheless, in a contemporary Malaysian classroom atmosphere, pencil-and-paper computation, and the application of a calculator that results in the generation of an exact answer are becoming more prevalent. Mental computation and computation estimation were long introduced in the Malaysian education practice; yet, students are incompetent in both skills. They still regard that mathematics is all about getting a specific answer. This article aimed to suggest a theoretical framework in promoting a learning strategy to support student’s number sense. The intention of developing a learning strategy is to enhance mental computation and computation estimation skills as a tool in number sense without the use of written computation by developing the MC-COMET3 learning strategy (learning mental computation and computation estimation strategies mentally). One of the components in the learning strategy is the employment of the comparison approach to promote students thinking. |
| first_indexed | 2024-03-05T21:15:14Z |
| format | Article |
| id | utm.eprints-98553 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T21:15:14Z |
| publishDate | 2022 |
| publisher | Inderscience Publishers |
| record_format | dspace |
| spelling | utm.eprints-985532023-01-17T09:16:05Z http://eprints.utm.my/98553/ MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework Ameer Hamza, Ilda Salwani Abdullah, Abdul Halim Osman, Sharifah L Education (General) Recently, Malaysian researchers revealed numerous concerns regarding students’ struggles in number sense. Nevertheless, in a contemporary Malaysian classroom atmosphere, pencil-and-paper computation, and the application of a calculator that results in the generation of an exact answer are becoming more prevalent. Mental computation and computation estimation were long introduced in the Malaysian education practice; yet, students are incompetent in both skills. They still regard that mathematics is all about getting a specific answer. This article aimed to suggest a theoretical framework in promoting a learning strategy to support student’s number sense. The intention of developing a learning strategy is to enhance mental computation and computation estimation skills as a tool in number sense without the use of written computation by developing the MC-COMET3 learning strategy (learning mental computation and computation estimation strategies mentally). One of the components in the learning strategy is the employment of the comparison approach to promote students thinking. Inderscience Publishers 2022-10 Article PeerReviewed Ameer Hamza, Ilda Salwani and Abdullah, Abdul Halim and Osman, Sharifah (2022) MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework. International Journal of Public Sector Performance Management, 10 (2-3). pp. 408-421. ISSN 1741-1041 http://dx.doi.org/10.1504/ijpspm.2022.126242 DOI:10.1504/ijpspm.2022.126242 |
| spellingShingle | L Education (General) Ameer Hamza, Ilda Salwani Abdullah, Abdul Halim Osman, Sharifah MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework |
| title | MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework |
| title_full | MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework |
| title_fullStr | MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework |
| title_full_unstemmed | MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework |
| title_short | MC-COMET3 as a learning strategy to develop students’ number sense: a theoretical framework |
| title_sort | mc comet3 as a learning strategy to develop students number sense a theoretical framework |
| topic | L Education (General) |
| work_keys_str_mv | AT ameerhamzaildasalwani mccomet3asalearningstrategytodevelopstudentsnumbersenseatheoreticalframework AT abdullahabdulhalim mccomet3asalearningstrategytodevelopstudentsnumbersenseatheoreticalframework AT osmansharifah mccomet3asalearningstrategytodevelopstudentsnumbersenseatheoreticalframework |