Hand Method as a Method of Learning Subset

Hand Method as a Method of Learning Subset

Prepared by: Aaron Lim Hong Rong (5 Mutiara)

Supervising teacher: Cikgu Kumaran A/L Subramaniam (Head of Co-curricular Affairs

SMK Impian Emas)

School: SMK Impian Emas, Skudai, Johor.

Email address: lightbulbaaron@gmail.com , m-8104716@moe-dl.edu.my , g-

11011918@moe-dl.edu.my

1. Abstract
Subset is a subtopic learnt in Mathematics Form 1. It has a decent frequency coming
out in major exam such as in the SPM trials acquired in 2021. Although I had learnt
this in 2018, I forgot the subset concept completely because the teacher taught me in
a monotonous and boring way. However, once I used the hand method to understand
subset, I found out that I can understand the subset easily and I can even list out the
subset involved correctly. Therefore, I want to understand if the hand method is
efficient in helping students understanding subset. First, I need to conduct a surprise
test to the 31 2 Mutiara students to understand their understanding level in subset.
Then, I use my hand method to teach them how to identify the subset symbol, the
number of subsets in a set and listing out the subset involved. Then, I will conduct a
second surprise test to see if the students understand the topic or not after the method
is introduced. If the innovation is successful, there is a 5 percent increase in the mean
level of the subset topic. In the end, the mean achieved by the students increased by
25.81%, from 6.45% to 32.26%. So, the hand method is successful in helping students
understanding subset.

2. Introduction
Subset is a subtopic learnt in Mathematics Form 1. It means that a set has the same
elements shared in the universal set. According to the latest SPM trials information
acquired in 2021, subset questions are included in the Johor Sabah and negeri
Sembilan paper. It is important to acquire the subset ability because it is covered under
the DSKP framework in Form 1, and may come out in the SPM because SPM
Mathematics covers all the topics learnt from Form 1- Form 5.

What really sparks the innovation is I bumped to a subset

question when I did a SPM exercise (refer Diagram 1). I
was stuck because I cannot find the correct answer. Diagram 1
 Hand Method as a Method of Learning Subset

Since I am in 5 Mutiara, the first class in Form 5, I suspect that many students are
stuck in subset. Therefore, I picked 2 Mutiara to test the hand method out.

Note: I only pick 2 Mutiara students because I see that 2 Mutiara students need urgent
attention because if will have to bear more burden on the Mathematics units that they
have failed to master properly. Another reason is that I want to use 2 Mutiara as a pilot
class to see how efficient the method is to help students learn subset.

3. Methodology
There are three aspects that I utilise with the hand method,
which are identifying the symbol, identifying the number of
subsets, and listing out the subset of a set.
Diagram 2
I introduce the equation of “C” = C (symbol to subset). The “C” means the pattern
formed when the thumb and index finger of left hand is used. (Diagram 2)

The method to find the number of subsets using the hand method is raising the fingers
according to the elements given in a subset. Label each finger with different element.
Once the elements are identified, use a calculator by typing 2^n, with n equals to the
number of elements in a set, to find out the number of subsets in a set.

Next, the method to list out the subset using the hand
method is by lifting fingers on two hands such as set {2} {4} {4}
{2,4} requires two fingers lifted on two hands. Then, to
list them out, lower down one finger on a hand. {2} is
lowered down and {4} remains. So, {4} is subset of
{2,4}. Diagram 3

Do the same with {4} lowered down and {2} remains, actually {2} is subset of {2,4}.
Next, don’t move the fingers on two hands, {2,4} are present on both hands, so {2,4}
is subset of{2,4}. How about the empty set? Lower down all the fingers at one of the
hands. No elements are present. So, empty set is subset of{2,4}.

4. Process (Pre-Innovation Phase)

Before that, I scheduled that the surprise test would be
conducted on 14 June 2022. I notify Cikgu Suryani on my
test paper (Diagram 4) and she gave the green light. Diagram 4
When I entered 2 Mutiara classroom on 14 June 2022, I gave 31 students the first
surprise paper and asked them to answer on their own within 5 minutes. I collected the
first surprise test papers from the 31 2 Mutiara students and I analysed the results.
 Hand Method as a Method of Learning Subset

5. Results and Innovation Phase

In Table 1, 21 students got no mark in the first test.

Marks Obtained Quantity Percentage (%)

0 21 68
1 7 23
2 2 6
3 1 3
4 0 0
5 0 0
6 0 0
7 0 0
Table 1

I use the formula of the sum of marks obtained

by each student divide (31 x 7) multiply 100
percent”. The average mean that I got is 6.45
Diagram 5
marks (Diagram 5).

After that, I decide to test the method out on 20 June 2022. To enhance my innovation,
I practised the method with my mother and friends. The contents that I teach are the
subset symbol, how to determine the number of subsets and what are the subsets in
the set.

I was given 35 minutes to teach them. I use Malay to teach them to avoid confusion
since our school use Malay to teach Mathematics). After the teaching, I give them the
2nd trial paper for them to try on their own also in 5 minutes.

After the students have arrived, I introduced myself before asking them on subset.
When they replied that they couldn’t remember what is subset, I explained the concept
by introducing them the symbol first, then the method to calculate how many subsets
and also listing out the subsets involved. At the same time, I asked them questions to
ensure the flowing of two-way communication between me and also the 2 Mutiara
students. I reminded them that they can ask questions by raising their hands.

The video link can be accessed through

https://drive.google.com/file/d/1pQN8xaRTVevNriGn790623ZmXB3mXMbK/view?us
p=sharing .
 Hand Method as a Method of Learning Subset

I collect the marks obtained by 28 students in the second trial and recorded them in
Table 3. In the end, I calculated the mean achieved is,32.26%, a major increase of
25.81%. 3 absentees are declared Ungraded (UG) and not recorded in the table.

Marks Obtained Quantity Percentage (%)

0 0 0
1 4 14
2 10 36
3 10 36
4 4 14
5 0 0
6 0 0
7 0 0
Table 3

6. Discussion
The reasons that the research is successful is because the method is easy to use. It
is because the students can use the hand to build an analogy that the hand is
connected to subset.

However, the new mean of 32.26% shows that they still lack the ability of listing the
subset correctly and understanding the relationship between subset and set. So, more
intervention sessions should be repeated to retain the relationship of hand and subset.

In the future, I will introduce the method to every class in SMK Impian Emas, especially
my beloved class 5 Mutiara. Even though the average performance level of my
classmates are poor, I am still hopeful that the method will work for them.

I will also continue to work with other teachers to formulate a better plan to improvise
the innovation. For example, I need to explain a reason why C (subset symbol) is
demonstrated with the hand because one of my tester, Cikgu Soh Sin Ee mentioned
on 19 June 2022 that the students might forget easily to use hand when unable to
identify the subset symbol after a few days.

7. Conclusion
In conclusion, the hand method is successful because it increases the students’ ability
in understanding subset. However, to retain the relationship of the hand method, more
teaching in this method should be conducted so that they can remember the
relationship very well.
 Hand Method as a Method of Learning Subset

The innovation is a new edutainment technique developed by me to eliminate boredom

in subset and it is proved to do just that. One student, Ellisa Maureen commented the
method is fun to learn subset.

It is also totally eco-friendly because it involves only the hand during teaching, except
for the testing sessions conducted by me.

8. Reference
Ooi Soo Huat, Yong Kuan Yeoh and Ng Seng How, 2017. Mathematics Form 1.
Johor Bahru: Penerbitan Pelangi Sdn Bhd.

Kementerian Pendidikan Malaysia, Bahagian Pembangunan Kurikulum, 2016.

Dokumen Standard Kurikulum dan Pentaksiran Matematik Tingkatan 1.
Putrajaya: Kementerian Pendidikan Malaysia.

https://drive.google.com/file/d/1g_lczCZu0LabYaa_5iJk4NowKbrh1bfn/view?usp=sha
ring Accessed on 13 May 2022.

https://trial.spmpaper.me/2021/Matematik%20(Math)/Johor/2021%20Johor_Set_2%2
0Math%20K2.pdf Accessed on 20 May 2022.

https://trial.spmpaper.me/2021/Matematik%20(Math)/Sabah%20SMK%20Kuhara/20
21%20Sabah_SMK_Kuhara%20Math%20K2.pdf Accessed on 20 May 2022.

Suryani binti Adam, personal communication, 14 June 2022.

Soh Sin Ee, personal communication, 21 June 2022.

https://drive.google.com/file/d/1pQN8xaRTVevNriGn790623ZmXB3mXMbK/view?us
p=sharing Accessed on 21 June 2022.

https://moedledumy-my.sharepoint.com/:w:/g/personal/m-8104716_moe-
dl_edu_my/EeyIlLTNcclMl7j82zklqtsBR94kCLV8VclTmg8CIgVEhw?e=LFwCy
W Accessed on 21 June 2022.

https://moedledumy-my.sharepoint.com/:w:/g/personal/m-8104716_moe-
dl_edu_my/ETcF9rbrG2dKtCjdOA1j2sMBTKF-
cXSuypIffI4d162Fmw?e=rQjBlY Accessed on 21 June 2022.

https://moedledumy-my.sharepoint.com/:p:/g/personal/m-8104716_moe-
dl_edu_my/Ed924Tan3ExElTofO-XFvrIBXX8LCKz49iJEQ4-
dzD7HUQ?e=aNRV2K Accessed on 21 June 2022.