Learning Basic Addition Facts Through Sense-Making And Understanding
The traditional diagnostic and remedial approaches which are based on the behaviourist framework of learning might not facilitate students in acquisition of conceptual understanding and procedural knowledge. This research was intended to help students with mathematics learning difficulties improv...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Sains Malaysia
2014
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| Subjects: | |
| Online Access: | http://eprints.usm.my/34733/1/Art_2%2819-38%29.pdf http://eprints.usm.my/34733/ http://apjee.usm.my/APJEE_29_2014/Art%202(19-38).pdf |
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| Institution: | Universiti Sains Malaysia |
| Language: | English |
| Summary: | The traditional diagnostic and remedial approaches which are based on the
behaviourist framework of learning might not facilitate students in acquisition of
conceptual understanding and procedural knowledge. This research was intended to help
students with mathematics learning difficulties improving their mathematical knowledge
of basic addition facts through an instructional model for remedial intervention of
mathematics. This model involves application of concrete materials, application of a
mixed instructional approach, delivery of conceptual and procedural knowledge, and use
of problem-solving activity. Using a case study design, a remediation class teacher and
four students at a suburban elementary school were involved. Data was collected using
observation, students’ work, and interview. Qualitative data was analysed using a
qualitative approach. Research findings indicate that concrete materials could be used as
a tool for sense-making or counting by students. It depends on the individual differences
of students and the instructional approach of teacher. In general, a teacher-directed
learning process was carried out but because students were allowed to make their
decisions in problem-solving, some students managed to construct their knowledge rather
than follow procedures prescribed by their teacher. Learning of both conceptual and
procedural knowledge was facilitated through problem-solving activity and incorporation
of some constructivist approaches. Mathematical knowledge of students was improved in
the remedial intervention which was based on the instructional model. For remedial
intervention, teachers should reduce the use of behaviourist approaches gradually, and
incorporate more student centred approaches, based on the student individual differences
and usual practice. |
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