NotesFAQContact Us
Search Tips
ERIC Number: ED539348
Record Type: Non-Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1548-6613
Mathematics Remediation for Indigenous Students with Learning Difficulties: Does It Work?
Yong, Poon Cheng; Jiar, Yeo Kee; Zanzali, Noor Azlan Ahmad
Online Submission, US-China Education Review A 12 p1022-1033 2012
Over-reliance on prescriptive pedagogies, such as explicit instruction, could hamper students with learning difficulties from sense-making and thus limit their acquisition of conceptual understanding. To help them in constructing mathematical knowledge, manipulative and drawing could be used to solve problems in a meaningful context. Using a case study design, teaching and learning process of a native teacher and her six indigenous students in a mathematics remediation classroom at an elementary school located in the interior area was investigated. Qualitative data were collected using observation, interview, and students' work. Research findings showed that participating teacher tended to use manipulative through explicit instruction to explain meaning of number operations. Students were taught drawing to get answers for computational problems. Problem-solving process was teacher-directed but students were capable to perform simple reasoning. However, students were weak in communicating mathematical ideas. Teachers should provide hands-on activities involving manipulative or drawing that stimulate sense-making among students with learning difficulties. They should be engaged in mathematical processes rather than merely involved in re-enacting procedures that were demonstrated by their teacher. (Contains 3 figures.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia