Publication

THE INTEGRATION OF A PROBLEM-SOLVING FRAMEWORK FOR BRUNEI HIGH SCHOOL MATHEMATICS CURRICULUM IN INCREASING STUDENT’S AFFECTIVE COMPETENCY

Simple item page
dc.contributor.authorMaureen Siew Fang Chong
dc.contributor.authorMasitah Shahrill
dc.contributor.authorHui-Chuan Li
dc.date.accessioned2026-01-13T07:06:41Z
dc.date.available2026-01-13T07:06:41Z
dc.date.issued2019
dc.description.abstractA mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.
dc.format.extent14
dc.identifier.issnE-ISSN 2407-0610
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3844
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.relation.ispartofseriesVolume 10; No. 2
dc.subject.lcshMathematics—Study and teaching (Secondary)—Brunei Darussalam
dc.subject.lcshProblem solving—Study and teaching—Brunei Darussalam
dc.subject.lcshMathematics education—Curricula—Brunei Darussalam
dc.subject.lcshAffective domain—Education—Brunei Darussalam
dc.subject.lcshHigh school students—Attitudes—Brunei Darussalam
dc.titleTHE INTEGRATION OF A PROBLEM-SOLVING FRAMEWORK FOR BRUNEI HIGH SCHOOL MATHEMATICS CURRICULUM IN INCREASING STUDENT’S AFFECTIVE COMPETENCY
dc.typeArticles
dspace.entity.typePublication
Collections:
Academic Publication (SHBIE)
Files:

Browse