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Students do not understand and do not interested in Math as revealed by low performances
of students at any level of assessments especially involving problem solving questions. The
predominance of traditional method chalk and talk as the main teaching strategy in
Mathematics classes lead to boring lesson which give rise to low motivation among students.

During traditional Mathematics teaching, the teacher gives explanations, write problems on
the board, asks someone from the class to come to the board and l et him solve the problem.
Within this process, cooperation and contribution from other students will be very limited .
Plus, typical Malaysian students are too µafraid¶ or µshy¶ to ask for further explanation from
teacher if they did not understand the conc ept and problem posed.

Students¶ problem in understanding and master the concept can be traced to the following:

ï Weak foundation in Mathematics during their earlier schooling age.

ï The same method used by the teacher which can be boring ± chalk and talk
ï No motivation from the teacher.

I would like to do an action research based on this topic as I faced a lot of problem in

 !"#$ %& 

ceterogeneity of a small group is considered to be one of the most important issues when
planning a cooperative learning setting. ceterogeneous group mean that students were
classified in low, middle, and high achieving taking into consideration their previous
knowledge, achievement pretest scores and the teachers¶ overall evaluation of them.

'$()&

³A major rationale for mixed groupings is the idea that less proficient readers have the
opportunity to learn from more proficient counterparts.´

Peer Assistance

[ Students are willing to help their counterparts. This is a bene fit for the struggling
reader. Deborah poole

Students are typically given specific roles.

Students often work together to complete a specific project or reach a collective goal.

Productive and flexible partner in group work is essential in flexible grouping.

³Of great importance to this discussion are the Lou and others (1996) findings that students
of all ability levels benefit from ability grouping when compared with not grouping at all -
students of low ability actually perform worse when they are placed [in] homogeneous
groups with students of low ability -as opposed to students of low ability placed in
heterogeneous groups.´

·


  

  



³ students learn better in heterogeneous teams consisting of students with di fferent ability
levels´ (slavin 1985; leikin and Zaslavsky 1999) .

*

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(reflection T&L activity) It was the second week of practicum in SK Desa Baiduri last
semester. I was planning to teach year 2 Amal to use and apply knowledge of money in real
life. They need to solve words problem involving money in real life situation. As always, I
divided my lesson to induction set, lesson development (presentation, production) and
closure. On the presentation stage I set up a counter and pick few pu pils to role a play of
buying and selling activity based on the word problem I pasted on the board earlier. Later on
during the production stage, I pasted numbers of word problems and ask the pupils to solve
the problem. I tried to plan my teaching and lea rning strategy as good as I could but when I
carried out the activity, it was in chaos. The presentation stage takes longer time than I
expected. Most of the pupils do not pay their attention on the activity. My pupils did not
listen to my instruction and they keep asking me how to this and that. I need to explain in
detail and read them the characteristic of each actor during role play. There are some of
them do not understand English and force me to translate it in Malay. The problem continued
at the second stage where they were not able to interpret the problems to the operation.
They still confused on what operation they should use for each problems. I also found out
that some of the pupils were actually misunderstood the given problems. They
misinterpreted the need of the questions. Consequently, this affected the way they wrote the
number sentence in the standard written method that would surely led them to the wrong
answer. In contrast, some of them understood the need of the questions but failed to c arry
out the algorithm of the solution. I felt so disappointed with their performance and keep
wondering whether I did not teach them well or they cannot grab the skill well.

After doing some reflection, I found that problem arise because the methodology
used did not help pupils to grasp the skill I have taught. I did not teach them the correct way
to read and understand the problem before solve it. I should list out the key word in each
word problem to give hint of suitable operation to be used to solve the problem.. bla bla

+!
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ï Research design
ï Instrument
ï Data collection procedure

Numbered ceads Together is a cooperative learning strategy that holds each

student accountable for learning the material. Students are placed in groups and
each person is given a number (from one to the maximum number in each group).
The teacher poses a question and students "put their heads together" to figure out
the answer. The teacher calls a specific number to respond as spokesperson for the
group. By having students work together in a group, this strategy ensures that each
member knows the answer to problems or questions asked by the teacher. Because
no one knows which number will be called, all team members must be prepared.

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