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IMPLEMENTATION OF ENTERPRENEURSHIP, BUYING AND SELLING ACTIVITIES IN MATHEMATICS LEARNING TO PROMOTE STUDENTS INTERACTION AND METACOGNITIVE REGULATION SKILLS
MOHAMAD ARIFFIN ABU BAKAR1.
Metacognitive regulation skills and interaction are interrelated elements in mathematics learning to enhance the engagement and focus of the students. Interactions will affect the development of metacognitive regulation skills. Metacognitive regulation skills will ensure students’ mathematics problem solving is well managed to provide an accurate solution. One of the factors contributing to weak mastery of mathematics among students is learning activities do not ensure optimal interaction. Therefore, initiatives need to be implemented to address the problems. So, the present study will propose, summarise and discuss the implementation of entrepreneurship, buying and selling as an activity that can encourage students to interact and develop as well as to train their metacognitive regulation skills. Articles around 2009 and up to date have been explored based on approaches, methods, techniques, and practices of entrepreneurship learning strategies implemented. A total of 8 articles were selected through a search of databases such as Google Scholar, Researchgate, ERIC, SpringerLink, Elsevier and more. Systematic reviews and discussions through previous research show that the effectiveness of the implementation of buying and selling activities in mathematics learning is creating interaction and leading to increased student metacognitive regulation skills.
Affiliation:
- Universiti Teknologi Malaysia, Malaysia
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Indexation |
Indexed by |
MyJurnal (2021) |
H-Index
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4 |
Immediacy Index
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0.000 |
Rank |
0 |
Indexed by |
Scopus 2020 |
Impact Factor
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CiteScore (0.9) |
Rank |
Q3 (Geography, Planning and Development) Q4 (Pollution) Q4 (Management, Monitoring, Policy and Law) |
Additional Information |
SJR (0.175) |
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