Relevant bibliographies by topics / Mathematics - Remedial teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Mathematics - Remedial teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Mathematics - Remedial teaching"

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Mrs.C. Mattuvarkuzhali, Mrs C. Mattuvarkuzhali. "Remedial Teaching in Mathematics through Multisensory Strategies." IOSR Journal of Mathematics 1, no. 5 (2012): 1–4. http://dx.doi.org/10.9790/5728-0150104.

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Puspita Sari, Linda, Nataria Wahyuning Subayani, and Afakhrul Masub Baktiar. "REMEDIAL AND ENRICHMENT MATHEMATICS IN ELEMENTARY SCHOOL." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 1, no. 2 (December 21, 2021): 90. http://dx.doi.org/10.30587/umgeshic.v1i2.3372.

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In learning activities, there are always students who have difficulty in achieving competency standards, basic competencies and mastery of predetermined learning materials. The number of students who do not score below the KKM, so remedial and enrichment activities are needed to add insight to students. This study aims to determine the implementation of remedial teaching and enrichment in mathematics subjects at UPT SD Negeri 143 Gresik.The type of research used in this research is descriptive qualitative research. This research was carried out at the UPT SD Negeri 143 Gresik, Balongpanggang sub district, Gresik district. The subject of this research is all 4 grade students, totaling 14 children. Data collection techniques using observation techniques, interviews, and documentation. Data analysis techniques includes data reduction, data presentation and verification. The validity of the data was tested by technical triangulation and source triangulation. The results obtained from this study indicate that in planning the teacher diagnoses learning difficulties in mathematics, students who experience difficulties through analysis of the value of mathematical evaluations and find out where the learning difficulties of students are by looking at the results of their work. The technique used on the teaching of remedial and enrichment during this pandemic, do on at learning hours are less than one hour at 8 a.m – 9 a.m in the IV class UPT SD Negeri 143 Gresik. The method used in the teaching of remedial is assignment method, question and answer, and individual teaching, while the method used in a enrichment is assignment method. The recommendation for students who are still experiencing difficulty of study is a given simple question.
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Lo, Ting-Ying. "THE INVESTIGATION OF CULTURE-INTEGRATED MATHEMATICS REMEDIAL MODULES ON INDIGENOUS STUDENTS’ LEARNING OUTCOME." PUPIL: International Journal of Teaching, Education and Learning 7, no. 2 (September 15, 2023): 180–95. http://dx.doi.org/10.20319/pijtel.2023.72.180195.

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The purpose of this study was to use activity theory to analyze the mathematics difficulties of indigenous low-achieving students, to develop culturally integrated mathematics remedial modules to solve this difficulty and test the student's learning outcomes. This research applied the case study method and invited twelve grade 4-5 Truku indigenous students as the participants. The research tools used for analysis included a teacher-student interview outline, an indigenous culture integration mathematics remedial teaching module, classroom videos, and reflection logs. The results showed that the difficulties of indigenous low-achieving students were among the tools, community, rule, and division of labor by activity theory analysis, which caused them to produce contradictory emotions towards mathematics. In the second stage, the study team developed an indigenous culture integrated into the mathematics remedial module to solve the difficulties. After teaching, 70% of the indigenous low-achieving students improved their math performance. The cultural dual-guidance teaching strategy expanded the indigenous students' ability to use multiple representations to solve problems, promoted confidence to present their solving method, and showed the ability to contribute to the group.
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Corn, Julianna. "TEACHING REMEDIAL MATHEMATICS TO LEARNING DISABLED COMMUNITY COLLEGE STUDENTS." Journal of Reading, Writing, and Learning Disabilities International 3, no. 1 (January 1987): 93–102. http://dx.doi.org/10.1080/0748763870030111.

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Kansky, Bob. "One Point of View: The Calculator-based Curriculum: Deceased or Just in “Suspended Automation”?" Arithmetic Teacher 34, no. 6 (February 1987): 4. http://dx.doi.org/10.5951/at.34.6.0004.

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In 1980, after fourteen years of hearing me complain about the burden of teaching large classes in remedial mathematics, my department head assigned me a teaching aide. I was pleased to find that the aide had several year of experience in mathematics classrooms at all levels and was reputed to be patient, reliable, a ready source of ideas, and willing to help students at any hour on any day. A formal evaluation of my aide's performance confirmed that students not only learned all the standard fare of that remedial mathematics class but also were able to solve problems not addressed in other sections of the the course. My aide was, in fact, a handheld (nonprogrammable) calculator.
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Mustamiin, M. Zainal. "Model Pemberian Remedial Teaching terhadap Hasil Belajar Matematika Siswa Kelas IV SDN 1 Mataram." AS-SABIQUN 5, no. 1 (January 1, 2023): 206–17. http://dx.doi.org/10.36088/assabiqun.v5i1.2729.

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Learning and instructional are one of the most important elements in supporting student output. In general, if the learning is effective, the results will also be better and vice versa. A student's learning difficulties at school are influenced by internal factors and external factors. The success of the process can be seen from the results of student learning. The purpose of this study was to determine the effectiveness of implementing remedial teaching in mathematics and to determine student completeness after remedial was carried out. The method used in this research is experimental research with the Pre-Experimental Designs approach. This research was conducted in class IV SDN 1 Mataram. The sample in this study was 20 grade IV students at SDN 1 Mataram. The instrument used was the test instrument. The final results of this study obtained t count > t table or 6.65 > 2.09, Ho was rejected and Ha was accepted, meaning that learning mathematics with Remedial Teaching is effective in improving student learning outcomes in mathematics class IV SDN 1 Mataram Academic Year 2022/2023
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Kaula Stephen. "The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject: A case of selected Ordinary Secondary Schools in Mbeya, Tanzania." Journal of Mathematics Instruction, Social Research and Opinion 2, no. 1 (March 1, 2023): 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.

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The study investigated the teaching methodology and the behavior of ordinary secondary school students in learning mathematics. This study sought to find behind the scenes why most students in ordinary secondary schools dislike mathematics, which leads to massive failures. To uncover this gap, the study applied a correlation research design. Systematic sampling technique of the interval 50th was used in which 100 respondents were selected; 20 respondents each from 5 selected secondary schools in Mbeya. Data were collected through a questionnaire. Data were analyzed descriptively and speculatively. The survey found that teaching materials/media were effectively implemented. Also, the findings indicate the non-adoption of informal behavior and non-reflection of mathematics teachings to the learner’s natural home environment. Thus, from these discrepancies, the study recommends that mathematics teachers be used to teaching simulation and visual aids/media. It is recommended that mathematics teachers use informal behavior such as courage words, remedial classes, and others for students adapted to mathematics-solving behavior. Lastly, it is suggested that mathematics teachings should be reflexive to students’ real-life environment.
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Bilan, Valentyna. "THE SYSTEM OF CORRECTIVE AND DEVELOPMENTAL EDUCATION OF MATHEMATICS FOR PRIMARY SCHOOL STUDENTS WITH INTELLECTUAL DEVELOPMENT DISABILITIES." Psychological and Pedagogical Problems of Modern School, no. 2(10) (October 31, 2023): 75–82. http://dx.doi.org/10.31499/2706-6258.2(10).2023.290573.

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The article discloses the problem of corrective and developmental mathematics education for primary school students with impaired intellectual development. It has been established that in the psychological and pedagogical literature there are quite a lot of studies devoted to the problem of failure of elementary school students. It was revealed that inclusive remedial and developmental education classes are one of the effective forms of differentiated education, which allows students with intellectual disabilities to learn the main school curriculum and creates favorable opportunities for their development. The current state of mathematics teaching methods in inclusive classes of remedial and developmental education is analyzed. It has been proven that special educational conditions must be created to learn mathematics. The methodical recommendations for conducting lessons and studying individual sections and topics are analyzed, the peculiarities of using methods and techniques are indicated. It was established that most of the recommendations are aimed only at children with mentalretardation, which are not always effective for all students in remedial and developmental classes.A system of corrective and developmental work in mathematics with students of elementary school of corrective and developmental education has been developed, which takes into account the state of knowledge, peculiarities of learning the material by students and strengthens the corrective and developmental potential of mathematics, which includes: changing the structure of the content of educational material (the presence of preparatory stages aimed at forming prerequisites for the successful learning of mathematics; a change in the sequence of learning due to the joint and simultaneous study of family sections and topics, as well as reciprocal actions); methods of consolidation of didactic units, presentation of information in a visual form, methods of comparison, generalization, induction, analogies; authorʼs complexes of corrective and developmental exercises on mathematical material, which allow solving educational, developmental and corrective tasks, which allows to increase the quality of knowledge and contributes to the improvement of studentsʼ cognitive activity. General recommendations for teaching mathematics in inclusive remedial and developmental classes for students with intellectual disabilities have been formulated. We see prospects for further research in the disclosure of teachersʼ readiness for activities aimed at primary school studentsʼ mastery of educational material in mathematics in inclusive classes of remedial and developmental education. Keywords: inclusive classes; remedial and developmental education; mathematics; elementary school students; academic failure; cognitive processes; mental activity; intellectual development disorders.
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Birken, Marcia. "Teaching Students How to Study Mathematics: A Classroom Approach." Mathematics Teacher 79, no. 6 (September 1986): 410–13. http://dx.doi.org/10.5951/mt.79.6.0410.

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For a variety of reasons, students do not know how to study mathematics. In the college-level mathematics classes that I teach, even the A students rarely have a system for attacking large amounts of new material. When asked how they've studied mathematics, most students reply that they do all the assigned homework. The “doing” of the problem is viewed as sufficient for learning. This haphazard approach may lead to success or at least to passing the course in junior and senior high school, where the material is presented in manageable chunks. In college the pace of most courses, whether mainstream or remedial, is such that many students flounder without a method for synthesizing the material. Additionally, since the textbook is opened only to reach the homework problems, students are unlikely to consider a mathematics textbook as a resource. The topic of this article is teaching students, from junior high school through college, strategies for studying mathematics.
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Paulin, Musabyimana, and Faustin Mugiraneza. "Effects of Remedial Activities on Students’ Competences in Mathematics Subjects in Public Secondary Schools in Rwanda: A Case of Ngororero District." Cognizance Journal of Multidisciplinary Studies 3, no. 12 (December 30, 2023): 71–87. http://dx.doi.org/10.47760/cognizance.2023.v03i12.008.

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This study aimed to assess the impact of remedial activities on students' mathematics competences in public secondary schools in Ngororero District, Rwanda. This study aimed to assess the impact of remedial activities on students' mathematics competences in public secondary schools in Ngororero District, Rwanda. The research used both quantitative and qualitative approaches, with 117 respondents, including students, teachers, the dean of study, and head teachers. The study used purposive sampling and simple random sampling to select teachers and students. Data collection methods include questionnaires and interviews. Instruments used to collect data were questionnaires and interviews. Quantitative data was analyzed using statistical methods such as SPSS 2021 and Microsoft Excel. Therefore, tabulation with frequency tables, graphs, and percentages was adopted. The findings indicate that digital numeracy is the most commonly used remedial activity by teachers in Ngororero District, Rwanda. A majority of respondents agree that digital numeracy is used to develop competencies such as critical thinking. Additionally, the study identifies the level of students' competences required in mathematics in Ngororero District, Rwanda, which includes creativity, innovation, critical thinking, problem-solving, and cooperation and collaboration. The study also highlights the importance of cooperation and life skills in the teaching and learning process. Teachers use digital numeracy to provide learners with access to graphs, tables, and charts related to their mathematical course. Collaboration and life skills are also used to facilitate learners' discovery in the mathematics subject. The researcher recommends implementing remedial activities that are suitable for the learners, ensuring that the remedial activities are suitable for their needs.
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Dissertations / Theses on the topic "Mathematics - Remedial teaching"

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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.
This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.
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Shepherd, Kathleen Kay. "The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1451683545.

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Branum, Barbara K. (Barbara Kay). "Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332173/.

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The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.
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Snead, Cynthia. "Development of computer graphics materials for teaching topics in informal geometry to high school remedial mathematics classes /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10779334.

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Schroeder, Sandra Davey. "The identification and description of changes in mathematics anxiety when remedial mathematics courses are taught using conceptual teaching methods." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392313528.

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Barnes, Hayley. "A developmental case study implementing the theory of realistic mathematics education with low attainers /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-12032004-103122/.

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Henley, Elizabeth. "Engaging College Students in Online Remedial Mathematics Courses With Video Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/321.

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Many students entering college in the United States need assistance in at least one academic area, causing remedial courses to be commonplace in higher education. This study evaluated the impact of video instruction in learning the content found in an online remedial math course. The instructional videos were created using the guidelines of Universal Design and cognitive load theory. A quantitative, quasi-experimental method was used to evaluate a dataset made available by a regionally accredited private New England college's online division. The online division offers undergraduate and graduate degree programs and certifications, and the students are located all over the world. The dataset started with 203 participants, with 78 completing the first module, 36 completing the second module, and 17 completing the third module. Paired t tests revealed that while both text and video instruction improved the scores between the pre- and posttests, there was no statistically significant difference between those two groups. However, the end sample size was small, with many students not completing all three modules. This limited the interpretation to the results of the pre- and posttest scores of the first module only. These findings inform faculty teaching remedial online math courses, as well as course designers, seeking to improve these courses and increase the success rate for students passing the course. This has implications for social change because student success in these remedial math courses may in turn increase persistence, retention and graduation.
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郭悦生 and Yuet-sang Kwok. "Helping an autistic student to use money in daily life: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256624.

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Tshithigona, Gaus. "An investigation into teaching mathematics using a visualisation approach to recontextualise indigenous knowledge." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62461.

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It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
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Shaw, George A. "A Study Concerning Self-Help Groups and College Mathematics." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330953/.

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The problem with which this investigation is concerned is that of determining whether utilizing self-help groups for remedial mathematics students would improve their course completion rates, achievement, and attitudes toward learning mathematics. The methods of determining the success/failure of self-help groups in this study were the Z-test from inferences concerning two proportions, the t-test from inferences concerning the difference between two independent means, and the t-test from inferences concerning the difference between two dependent means. The participants of the study were chosen from the students enrolled in "daytime" mathematics classes at Tarrant County Junior College - Northeast Campus, Hurst, Texas. The experiment was conducted over two semesters and the data combined for statistical analysis. There were one hundred four students involved in the study. Fifty-two students comprised each of the experimental and control classes. The term self-help group was utilized to describe a small group of two-to-fifteen people who engaged in discussion of responsibility, standards, confession, lay leadership, and action. The students did not study mathematics in self-help group sessions. The group meetings dealt with anxieties, attitudes, and commitment that may be associated with mathematics in general. To investigate the hypotheses of this study, data was collected to calculate the percentage completion rates, the means of the final exams taken by students, and the differences of the Semantic Differential scores given to students in the experimental class at the beginning and the end of the semester. This data was utilized for statistical analysis to determine if the experiment was successful. The report concludes that self-help groups did not significantly improve course completion rates, achievement, or attitudes of students toward learning mathematics. Forty-four per cent of the students that completed the experimental class participated in self-help groups.
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Books on the topic "Mathematics - Remedial teaching"

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Pundir, Sudhir Kumar. Remedial mathematics. New Delhi: Asian Books, 2010.

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Giordano, Gerard. Diagnostic and remedial mathematics in special education. Springfield, Ill., U.S.A: C.C. Thomas, 1993.

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Maryland. State Dept. of Education. Project Basic Office., ed. Appropriate assistance programs in Maryland schools for reading, writing, mathematics, citizenship. Baltimore, Md. (200 W. Baltimore St., Baltimore 21201-2595): Project Basic Office, Maryland State Dept. of Education, 1985.

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(Organisation), BEAM, ed. Mathematics accomplished: The Year 6 booster. London: BEAM Education, 2001.

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National Council of Teachers of Mathematics, ed. Models of intervention in mathematics: Reweaving the tapestry. New York: National Council of Teachers of Mathematics, 2010.

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Hudson, Pamela. Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Pearson Education, Inc., 2006.

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Educational Resources Information Center (U.S.), ed. Math for quality control. Trenton, NJ: Mercer County Community College, Division of Corporate and Community Programs, 1995.

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Marchisotto, Elena. Developmental mathematics: Arithmetic, algebra, and measurement geometry. New York: Wiley, 1987.

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Connolly, Austin J. KeyMath teach and practice: Activities for the diagnosis and remediation of computation difficulties. Circle Pines, Minn: American Guidance Service, 1985.

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Zyl, C. Van. Rekenaarbeheerde onderrig in Wiskunde vir standerd vyf. Pretoria: Raad vir Geesteswetenskaplike Navorsing, 1987.

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Book chapters on the topic "Mathematics - Remedial teaching"

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Kaufmann, Liane, and Silvia Pixner. "New Approaches to Teaching Early Number Skills and to Remediate Number Fact Dyscalculia." In Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices, 277–94. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4086-0_15.

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Czarnocha, Bronislaw, and William Baker. "Bisociation: Creativity of an Aha! Moment." In Psychology and Philosophy of Creativity [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.110694.

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This chapter presents a new theory of creativity in mathematics education. The theory has been anchored in two foundations: that of teaching practice of Vrunda Prabhu which occasioned surprisingly many Aha! Moments experienced by students in her remedial arithmetic classes in college and that of the Arthur Koestler’s volume The Act of Creation. The Act of Creation introduces term bisociation describing an Aha! Moment and Eureka Experience as “the spontaneous leap of insight which connects previously unconnected frames of reference” by unearthing “hidden analogies”. Whereas Koestler formulated the concept of bisociation within humor, scientific discover and art, we focus primarily on the bisociative creativity in mathematics. We abstract the concepts of the bisociative frame as the two unconnected frames of reference, useful method for (1) identification of heightened probability of creative insight in a given mathematical situation and (2) identification of possible creativity within different theories of learning. The chapter explores Koestler/Prabhu theory of learning through Aha! Moment and applies the bisociative frame to investigate its processes of interaction with several different theories of learning. Uncovered processes of interaction suggest that creativity should be the basis of contemporary learning and teaching.
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American Association for the Advancement of Science. "Unburdening the Curriculum." In Designs for Science Literacy: with companion CD-ROM, 210–35. Oxford University PressNew York, 2001. http://dx.doi.org/10.1093/oso/9780195132786.003.0017.

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Abstract Time in school for teaching and learning is not limitless. Yet many textbooks and course syllabi seem to assume otherwise. They include a great abundance of topics, many of which are treated in superficial detail and employ technical language that far exceeds most students’ understanding. And even as new content is added to the curriculum— little is ever subtracted—students are being asked to learn with greater depth. Rarely is more time made available for accomplishing this. Coverage almost always wins out over student understanding, quantity takes precedence over quality. Many decades of overload have shaped curriculum, textbooks, tests, and teacher expectations into an industry of superficiality. Many teachers know, or at least suspect, how little their students understand, but do not know how to transform the system. Lengthening the school day and year and reducing the number of different subjects students study are obvious though apparently unpopular remedies for the mismatch between curricular time and content, but in any event would not by themselves solve the problem. Another remedy sometimes proposed is to move concepts lower in the grade sequence, thereby leaving time free in high school for students to learn better what they study. That would be a tenable ambition if high-school students were learning those ideas well now. Because they are not, however, it is no more than wishful thinking to believe that younger children will be able to learn what older children apparently do not. Improvements in teaching methods and curriculum design may eventually make it possible for students to learn more than they do now, hour for hour, but the current and critical need is for them to acquire at least some important knowledge and skills better, even at the price of covering fewer topics overall. This chapter describes four strategies aimed at reallocating time—time to focus on understanding important facts, principles, and applications in science, mathematics, and technology, not time to enable still more material to be superficially covered. The underlying purpose is to realize a better cost-to-benefit ratio, using time and resources in ways that will maximize students’ eventual science literacy.
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Conference papers on the topic "Mathematics - Remedial teaching"

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Hussain, Sayed Yusoff Syed, Wee Hoe Tan, and Muhammad Zaffwan Idris. "Digital Game-Based Learning for Remedial Mathematics Students: A New Teaching and Learning Approach in Malaysia." In Proceedings of the Serious Games Conference 2014. Singapore: Research Publishing Services, 2014. http://dx.doi.org/10.3850/978-981-09-0463-0_011.

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Wekesa, Wafula Robert, Nyakwara Begi, and Kang'ethe Rachel Kamau. "Session 14: Learning / Teaching Methodologies and Assessment | Effect of Remedial Teaching Program on Performance of Pupils with Mathematics Difficulties in Lower Primary Schools in Butere District, Kenya." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0051.

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