Pencapaian matematik

Pencapaian matematik dikaitkan dengan beberapa faktor yang mempengaruhi .

Menurut kajian Che Daud, Che A. Halim (2001) Factors Influencing the Achievement in
Mathematics of Malay Secondary School Students, pencapaian Matematik didapati berkait rapat
dengan penaakulan, pemikiran logic, dan kebolehan pengiraan. a group of three hundred
secondary school students were studied in order to determine the influence of students' internal
characteristics on achievements in mathematics. This research focused on the following seven
internal characteristics: Attitudes towards mathematics, mathematics anxiety, motivation to study
mathematics, personality and behavioural characteristics, cognitive readiness, learning strategies,
and learning styles.For learning styles, Kolb's Learning Style Inventory (1985) was used. Cognitive
readiness test consisted of questions involving abstract reasoning, logical thinking, and numerical
computation. For the other variables. the tests consisted of questionnaires using likert scale from
one to five. Mathematics achievements were determined by the scores that the students got for
mathematics in the Trial SPM Examination, 1999

dalam kajian ini , model pencapaian matematik menggunakan model struktur domain kognitif TIMSS
yang terdiri daripada pengetahuan, aplikasi, dan penaakulan .

Dari segi pencapaian matematik berdasarkan kajian TIMSS didapati pelajar perempuan mendahului
pelajar lelaki dari semua aspek domain kognitif. Di antara ketiga- tiga domain kognitif ini, pencapaian
dari segi pengetahuan lebih baik diikuti aplikasi dan penaakulan. Pencapaian murid Malaysia paling
rendah dari domain kognitif penaakulan, ini jelas menunjukkan bahawa pelajar di Malaysia
mempunyai kemahiran penaakulan yang agak rendah. Menyedari kepentingan kemahiran
penaakulan terhadap pencapaian matematik di kalangan pelajar sekolah, satu kajian terperinci perlu
dilakukan bagi memupuk kemahiran penaakulan.

In the study, mathematics achievement was modeled by using the cognitive domain structure of
TIMSS, comprising knowing, applying, and reasoning. There is a hierarchical structure among these
three cognitive domains