Mind Mapping Technique to Enhance the Teaching and Learning of Word Problem in
Primary 5 Classes in Brunei Muara District.
CHAPTER 1
INTRODUCTION
This chapter deals with the background of Brunei Darussalam’s education system,
information about the proposed study, its importance in education and the issues involved which
are formulated as research questions. The need for such study is strengthened by the fact that
there has been no previous study involving the use of mind mapping technique in the teaching
and learning of mathematics in primary schools in Brunei Darussalam.
The proposed study aims to study the effects of mind mapping techniques on the pupils’
attitudes and achievement in mathematics of three groups of Primary 5 level pupils in Brunei
Muara district. Teachers need to be equipped with a variety of mathematical tasks for their
pupils to enhance their learning. Mind mapping is catching the attention of educators today as
one of the alternatives to the traditional approach. A mind map may be one of the easiest ways
to put information into our brain and to take information out of our brain – it’s a creative and
effective means of note-taking that literally “maps out” your thought. The new mathematics
syllabus is highlighting the use of diagrams, illustrations, and pictures to convey mathematical
ideas in a vivid and interesting way (Curriculum Development Department, CDD 2006).
Wikipedia (2008) defines a mind map as a diagram used to represent words, ideas, tasks or other
items linked to and arranged radially around a central key word or idea. It is used to generate,
visualize, structure and classify ideas, and as an aid in study, organisation, problem solving,
decision making, and writing, in line with the demand of the new curriculum syllabus.
Arithmetic word problems are introduced in the new Mathematics Syllabus for Primary
Schools from Primary 1. Word problems are taught in almost every topic. They are thought to
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represent an important bridge between the child’s developing computational skills and the
application of these skills in real-world contexts.
The integration of Information and
Communication Technology (ICT) into the mathematics curriculum hoped to cultivate the
children’s interest in maths and enriching their learning experiences. One of something of the
new National Education Systems for the 21st Century (SPN 21) Curriculum features is more
learning with ICT. Since 1999, the Government of His Majesty the Sultan has been funding on
the implementation of ICT in the teaching and learning in schools and in response to his titah
(excerpt) at the APEC Summit,
“…To prepare our young people for the challenges ahead, information technology is
essential for learning and teaching…”.
His Majesty’s Titah at the APEC SUMMIT 2000
ICT improves the way mathematics should be taught and enhances students understanding of
basic concepts. However, the until April 2008, the implementation of the integration of ICT into
Mathematics teaching and learning
Brunei Darussalam Education System
The Government of Brunei Darussalam is giving free education to all Brunei citizens
who attend government schools and educational institutions. At the primary level, pupils go
through a year at pre-school before proceeding to lower primary (primary 1 – 3) and later to
upper primary (primary 4 – 6). The overall aim of primary education is to give children a firm
foundation in the basic skills of literacy and numeracy as well as to provide opportunities for
their personal growth and character development. Subjects taught at the lower primary level are:
Bahasa Melayu (including Jawi script), English Language, Mathematics, Pelajaran Am (General
Studies), Pengetahuan Agama Islam (Islamic Religious Knowledge), Pendidikan Jasmani
(Physical Education), Lukisan (Art) and Sivik (Civics) and Information and Communication
Technology (ICT). Starting the year 2008, Mathematics in the lower primary is now taught in
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English as the medium of instruction. The Ministry of Education (MOE) had decided this in
order to improve the proficiency of the language of the primary school children as research
studies conducted in Brunei Darussalam have concluded that one of the main causes for
children’s poor performance in mathematics can be attributed to their weakness in the English
Language.
The new mathematics syllabus asserted that children should be actively involved in
learning mathematics through the use of a variety of representations. In the very early years,
concrete materials will help children to develop basic mathematical concepts. Later, diagrams,
real world examples, verbal representations, ICT, and symbolic representations will help children
to move from concrete to more abstract ways of thinking. The book further stated that the use of
diagrams, illustrations and pictures helps to convey mathematical ideas in a vivid and interesting
way, helping to build the connection between symbolic and concrete models. It aims to mould
and develop the students’ character and thinking ability, whilst encouraging creativity,
independence and social skills. Mind map is a uniquely appropriate learning tool. It harnesses
the full range of the cortical skills – word, image, number, logic, colour and spatial awareness –
in a single, uniquely powerful technique. In doing so, it gives the freedom to roam the infinite
expanse of the brain.
At the end of upper primary, students are to sit for the Primary School Assessment or
Penilaian Sekolah Rendah (PSR) before entering the lower secondary level. On 24th January
2008, the Ministry of Education had issued an order to provide for compulsory education where
the main objective is to ensure that all children between the ages of 6 years and below 15 years
who satisfy such condition for receiving primary and lower secondary education are formally
registered and receiving appropriate education in school (Public Relation Unit, MOE).
Arithmetic, the most elementary branch of mathematics, used by almost everyone, for
tasks ranging from simple day-to-day counting to advanced science and business calculations
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(Wikipedia, 2008) is essential in our everyday life. From young to old, arithmetic is applied by
everyone everyday. Mathematics in the classroom is a branch of study that deals with logic,
decision-making, deductions, assumptions, precision, clarity of thought and the ability to solve
problems in a calculative manner by following a series of steps. Studies establish that people are
frequently unable to use in one context mathematics which they have acquired. Most teachers
teaching Mathematics still use traditional, “skill drill” methods and spent considerable time and
effort looking for exercises as part of their lesson plans as reported in research carried out by
Khoo, 2001; Lim 2000; Noridah 1999; Zaitun 1995. Many studies had shown that rote learning
and memorisation do not enhance mathematical understanding.
Learning which has been
achieved by rote and without a link into a network of knowledge does not facilitate recall (Orton,
2004).
The Data Analysis presented by the Primary Eduction Section, Department of Schools
(Figure 1.1) shows the performance of Mathematics in Penilaian Sekolah Rendah (P.S.R.) since
the year 2003 till 2007 has not been encouraging for the Brunei Muara district (Analisis
Peperiksaan PSR – Source BPR). The schools in the Brunei Muara districts have never achieved
the national target of 85% in mathematics. Consequently, the use of mind mapping technique
and ICT in solving word problems hopefully will give some shed some light into promoting the
teaching and learning of mathematics in primary schools in Brunei Darussalam and hopefully
will improve the result and achieve the national target.
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PERATUS
BAGI
PELAJARAN
“MATHEMATICS”
TAHUN 2003 – 2007
PERATUSLULUS
LULUSPSR
PSR
BAGI
MATA PELAJARAN
"MATHEMATICS"
TAHUN 2000 HINGGA 2007
100%
90%
80%
PERATUS LULUS
70%
60%
50%
40%
30%
20%
2003
10%
2004
0%
BRUNEI I
BRUNEI II (A)
BRUNEI II (B)
BRUNEI III
BRUNEI IV
TUTONG I
TUTONG II
BELAIT
TEMBURONG
2003
68.23%
75.87%
76.92%
78.61%
77.12%
77.64%
72.76%
90.07%
68.91%
2004
59.97%
69.30%
69.56%
68.19%
70.11%
72.05%
63.21%
81.06%
56.79%
2005
77.59%
84.52%
79.89%
80.42%
79.26%
85.34%
83.09%
88.87%
77.65%
2006
73.27%
82.07%
79.26%
81.22%
79.08%
85.97%
81.25%
90.80%
77.46%
2007
70.67%
75.81%
78.35%
77.95%
77.00%
82.85%
75.93%
88.39%
74.74%
2005
2006
2007
KAWASAN
Figure 1.1: PSR Percentage Passes for Mathematics 2003 – 2007
Unit Section
This year, PSR mathematics papers will be set in accordance to the new syllabus that has
been implemented since 2006 for the Primary VI classes throughout the country. In previous
PSR mathematics papers, word problems constituted about 20% (10 out of 50 questions) in
Paper I and 55% (22 out of 40 questions) in Paper II 2007. For the year 2008, the Examination
Department had prepared Sample P.S.R. Mathematics Paper I and II to be distributed to all
government primary schools in this country. The sample papers also allocated quite a number of
word problems; about 32.5% (13 out of 40 questions) on Paper I and 40% (12 out of 30
questions) on Paper II. This study hopes to assist in the teaching and learning of mathematics in
the classrooms of primary schools in this country. The importance of problem solving has been
5
taken into great consideration in the new mathematics syllabus for all primary children in Negara
Brunei Darussalam.
Word problems have raise concerns by many educators and teachers. There have been
several studies of how children solve problems and the errors they made. Mathematical concepts
have no meaning outside their social context and in the context of mathematics word problems.
A mathematical problem is defined as a problem because it causes much effort in getting an
answer. “To have a problem means to search consciously for some action appropriate to attain
some clearly conceived but not immediately attainable aim. To solve a problem means to find
such an action” (George Polya, 1945). One of the challenges faced by teachers of mathematics
at any level is dealing with five misunderstandings that often arise (Cook, 2001):
(i) mathematics is essentially computation,
(ii) the important outcome in mathematics is the right answer,
(iii) mathematics problems have only one right answer,
(iv) that there is only one right way to solve a problem, and
(v) that the teacher and the book should not be questioned.
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The National Council of Teachers of Mathematics (NCTM) now stresses tasks that engage
students in problem-solving and math reasoning; quality rather than quantity should rule the day
in problems that are thought-provoking, using problems that also challenge students' curiosity.
Good problem-solvers not only have these strategies as part of their repertoire, but also have two
other characteristics: a positive and determined attitude about problem-solving, and awareness in
the sense of understanding how they solved the problems (Lochhead & Zietsman, 2001). This
latter point is addressed through teaching students to do metacognition. Many of the steps in
solving problems generate from Polya (1957) who described a general problem solving plan
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consisting of four interrelated steps, (i) understand the problem; (ii) make a plan; (iii) carry out
the plan; and (iv) evaluate the result. Souviney (1994) elaborated the four steps as below:
Step 1: Understand the Problem
 Relate given facts and conditions to the problem goal.
 Coordinate current problem with previously solved problems.
Step 2: Select a Strategy
 Guess-and-test
 Substitute simpler values
 Divide problems into subtasks
 Conduct an investigation
 Design a model
 Draw a sketch
 Make a systematic list
 Make a table
 Construct a graph
 Reduce to a simpler case
 Search for a patter
 Construct a general rule (function)
 Work backward
 Add something to the problem situation
Step 3: Carry Out the Strategy
 Persistently follow through with the solution strategy
 Maintain accurate records of the data collected
 Relate progress to Steps 1 and 2
Step 4: Evaluate the Results
 If the solution is found, refine the results and try to relate them to other
problems.
 If a solution is not found, re-evaluate understanding and seek a new solution
strategy.
Problem Statement
The New Mathematics Curriculum
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The new mathematics curriculum focuses on helping children to learn mathematical
concepts with understanding. In the teaching and learning of mathematics there is a greater
emphasis on problem solving and the use of ICT. The new mathematics curriculum aims to
stimulate children’s interests in mathematics and encourage good learning habits, the ability to
solve mathematical problems and think clearly and logically (CDD, 2006). Thus, using mind
mapping technique may help to enhance this aim as mind mapping uses both sides of the brain
(Buzan, 1976), letting them work together and thus increases productivity and memory retention.
This is accomplished by representing logical structures using artistic spatial image that the
individual creates, thus connecting imagination with structure and pictures with logic.
In the one of mathematical processes of mathematical thinking and problem solving,
pupils are expected to be able to draw diagrams, classify, visualize, rearrange, simplify problems
and solve parts of the problem. Mind mapping is a far more effective way to achieve clarity and
solutions in problem solving. It helps to examine the problem as an opportunity to express skills
and develop the pupils’ creative ability. Mind mapping approach addresses the issues of varying
learning styles (Benyahia, 2005). This may enhance the compatibility of teaching and learning,
thereby making the learning environment more enjoyable and more productive for students. It
also practises the activation of multiple brain faculties that may help students learn better and
have longer lasting effects.
The proposed study aims to investigate the effectiveness of mind map approach in the
teaching and learning of mathematics, particularly in word problem of the upper primary classes
in primary schools. Mathematics classes in Brunei Darussalam usually taught in a traditional
way with pupils fully dependent on their teachers’ teaching. Emphasis is placed laid on correct
answers rather than understanding. The writer has not encounter any study that use mind
mapping technique in primary mathematics problem solving in this country. Thus, it may be
helpful to use mind mapping techniques to compare the effects of teaching pupils using three
9
mind mapping techniques and one traditional teaching on pupils’ achievement in response to the
new mathematics syllabus. The writer proposes to apply:
1.
WOI
Pupils are to draw mind maps using coloured pens/pencils on
papers (Without ICT)
2.
WOT
Pupils are to draw mind maps on ICT using blank map (ICT
Without Template) on Mind Manager software
WT
Pupils are to draw mind maps on ICT using a Decision Making
template (ICT With Template) on Mind Manager software (see
Appendix )
3.
The system of Education in Brunei Darussalam is an examination-oriented and the
mindset of the teachers in the classroom and the pressure they feel is to cover the whole syllabus
before the examination month to allot ample time for the pupils to do revision in drill and
practice method. Hence the teachers’ primary concern is for the pupils to pass the examination
without applying the various methods and approaches available in the teaching and learning in
the classroom. One of the aims of the mathematics curriculum is to stimulate and develop the
children’s ability to solve mathematical problems and think clearly and logically and interpret
and communicate mathematical ideas (CDD, 2006). This study explores the mind mapping
technique in the enrichment of teaching and learning, thereby making the learning environment
more enjoyable and productive for the pupils. Mind mapping hopefully will improve pupils’
academic achievement and attitude.
Objectives of the Main Study
This study will examine the performance of Primary 5 pupils in three government schools
in Brunei Muara district using the mind mapping approach in solving word problems. The
purpose of this study is to determine whether mind mapping technique could promote active
learning and enhance their academic achievement among a sample of Primary 5 pupils in three
primary schools in Brunei Muara district. It is hoped that the finding of this study will improve
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the teaching and learning of primary mathematics in Brunei Darussalam in particular in solving
word problems, which is one of the main concerns today.
Research Questions
This study examines the effects of mind map strategies as compared to the traditional
teaching approach which serves as the control group in mathematics achievement and attitude.
Specifically, the study sought to answer the following research questions:
1. Do the pupils in the Experimental Groups perform better than in the Control Group solving
word problem?
2. Do the pupils from the “Without ICT” Experimental Group perform better in word problem
solving than the two “ICT” Experimental Groups?
3. Do the pupils of the “ICT Without Template” Experimental Group perform better in word
problem solving than the “ICT With Template” Experimental Group?
4. To what extent does gender affect pupils’ performance in Mathematics between the
Experimental and the Control Group?
Conceptual Framework of the Research
Mind mapping was first developed by Tony Buzan, a mathematician, psychologist and
brain researcher, as a special technique for taking notes as briefly and as interesting to the eye as
possible. Since then, it turned out to be practicable and convenient in many different ways other
than just simple note taking. Mind maps have, among other things, been used in education but
rarely yet in mathematics. Brinkmann (2003, p.35) identified some important uses of mind
mapping in mathematics education as below:
1. Mind maps help to organise information.
2. Mind maps can be used as a memory aid.
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3. Mind maps can be of help to repetition and summary.
4. A mind map may summarize the ideas of several students.
5. Mind maps help meaningfully connect new information with given knowledge
6. New concepts may be introduced by mind maps
7. Mind maps let cognitive structures of students become visible
8. Mind maps foster creativity
9. Mind maps may show the connections between mathematics and the “rest of the world”.
This study is based on the hypothesis that pupils will acquire a better attitude and higher
academic performance being taught the mind mapping technique in their learning to solve word
problems in primary mathematics. The researcher will introduce SMARTEC by Kelvin Lee
(2006) to the teachers who will be teaching the experimental groups. Details of SMARTEC will
be elaborated in Chapter 3. Figure 1.2 provides a sketch of a framework of the proposed study
which has the three coeducational school settings: School A, School B and School C. Each
school has a control and experimental group. The experimental groups, namely School A
(Without Using ICT- WOI), School B (Using ICT Without Template - WOT) and School C
(Using ICT With Template - WT) will be taught the topic of word problems using the mind
mapping approaches for six weeks whereas the control group from each school will be taught the
same topic using the normal teaching method. Both control and experimental groups will be
given pre and post mathematics achievement tests on word problems. From the achievement
test, the difference in the adjusted post test mean scores will be used to compare the performance
of the control group of each school and between the three schools. Gender, age and attitudes of
the pupils will be examined to see the differences and relationships to the pupils’ performance in
mathematics.
“Without ICT” mind map means the pupils will be drawing the mind map using coloured
pens or pencils on papers, whereas the “Without Template” ICT mind map means the pupils will
12
drawn mind map on a blank page on the Mind Manager software. “With Template” ICT mind
map is where the pupils create the mind map on a ready template. The Mind Manager software
will be installed by the writer in the three chosen schools in advance. The teaching and learning
of the two groups using the Mind Manager will be conducted in ICT Laboratory, whereas the
group without using ICT will be conducted in a classroom with LCD Projector available to show
the PowerPoint Presentation.
The same lesson plans will be used in the teaching of the
traditional group.
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Control Group
A
School
Gender
B
Experimental Group
G
B
G
High
Age Groups
Instrument I
 Confidence
Test
Instrument II
 Achievement
Test
Instrument III
 Attitude Test
B
B
A
C
B
G
B
G
Middle
B
C
G
B
Low
Word Problem
Pre-Test
Word Problem
Post-Test
Mind
Mapping
Approaches
Teaching
Strategies,
Checklist,
Interviews
Normal Teaching
Method
Instrument I
 Confidence
Test
Instrument II
 Achievement
Test
I. WOI
II. WOT
III. WT
Word Problem
Post Test
Word Problem
Post Test
WOI
WOT
Notes:
B = Boys
G = Girls
Gain
(mean score)
High = Age 12 and Above
Middle = Age Between 10 and 12
Low = Age 10 and Below
Difference
WOI = Without ICT
WOT = Without Template
WT = With Template
Figure 1 : A theoretical framework of the proposed study
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WT
G
Definition of Terms
Word Problems. Word Problems are characterised as “problems where usually a certain
real situation is described and the task of the solver is to determine answers to the asked
questions” (Kuřina, 1989). A characteristic feature of a word problem is the use of words in the
description of the problem. … A word problem should somehow refer to real-world context, that
is, word problems are opposed to purely mathematical problems (Semadeni, 1995).
Mind mapping teaching and learning. This is the teaching strategy used in this study.
The strategies are (a) “Without ICT” mind maps, (b) “Without Template” ICT mind maps, and
(c) “With Template” ICT. Teacher presents the lesson accordingly. Pupils use group work to
prepare mind map using (a) coloured pens/pencils using word or pictorial format (b) Mind
Manager Blank Map, and (c) Mind Manager template.
Traditional Teaching Method.
Pupils to whom a teacher presents the lesson using
whiteboard. Teacher talks most of the time and pupils are passive learners. They are also known
as the Control Group
Achievement Tests. This refers to the knowledge and skills developed in word problem
solving. There are fifteen questions based on the fourteen types (Change, Combine or Compare)
type of question.
Attitude Tests.
Attitude covers a person’s opinions, beliefs and feelings towards a
subject. Attitude towards mathematics was measured by a questionnaire modified from Noor
Kartimala (2006), measuring the students mathematics attitude scale using 24 items and scored
using 4-point scale. There are three variables which form the three subscales; Enjoyment of
Mathematics; Perceived Values of Learning Mathematics; and Social Activities in Learning
Mathematics.
Significance of the Study
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The findings of this study hopefully may benefit the primary mathematics teachers,
curriculum developers, schools inspectors, school administrators and pupils of primary schools
in Brunei Darussalam on the effectiveness of mind mapping teaching technique in a
constructivist approach to teach word problem in mathematics in primary schools in this country.
The findings of this study may hopefully be valuable to teachers and educational authorities to
improve pupils’ mathematics performance and perceptions of mathematics; to improve teachers’
teaching skills, training needed to be knowledgeable and creative.
The outcome of this study may also benefit school inspectors in supervising teachers who
specialise in mathematics and curriculum developers in planning the primary mathematics
curriculum in the use of ICT. This study hoped to provide valuable insights for the Examination
Department in setting PSR papers. It is also hoped that the outcome of this study may influence
primary mathematics teachers to inculcate positive pupils’ attitude towards mathematics.
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