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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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Umoh, Udoudo J. (Udoudo Jimmy). "Factors Related to Student Retention in Community College Developmental Education Mathematics." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279110/.
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This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled in college level mathematics, and the data thus collected were used for analysis. Data were analyzed using frequency count, percentage, and the chi-square statistical analysis with a significant level of 0.05. The analysis of the data showed that the responding sample was primarily white, females aged 18 to 45. Most of the respondents had high grade point averages, did not miss any developmental education mathematics classes, and attended extra curricular activities infrequently. More fathers than mothers of the sample population had received a college education. Academic goal commitment, institutional experience, academic involvement, and placement grades were not statistically significant factors influencing retention. Among the major findings were: Development education instructors appeared to make the difference, institutional experience, academic goal commitment, and placement grades did not appear to play a major role; the students' academic involvement beyond classes appeared negligible; age, gender, grade point average, and parental educational levels were not significant factors for student retention in developmental education mathematics courses. Although statistical evidence did not support reversal of the proposed null hypotheses, pertinent issues for further research were raised.
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Hebe, Gasenakeletso Ennie. "Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62200.
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Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.
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Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.
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Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.
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Mills, Mary K. "Evaluation of a Remedial Educational Program at a Southern Suburban Middle School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/985.
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No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth. During the 2007--2008 school year, 38% of eighth graders in one state failed the math portion of the Criterion Referenced Competency Test (CRCT). The purpose of this quasi-experimental, pretest-posttest control-group study was to determine if there was a significant difference in CRCT scores between at-risk eighth-grade math students receiving instruction in (a) the Remedial Education Program (REP) and in (b) the regular program. The theoretical base for this study included Piaget's concrete operational theory, constructivist theory, and behaviorist theory. In this causal-comparative experimental design, analysis of covariance was used to assess differences in eighth grade CRCT scores, controlling for seventh-grade test scores. Of the 50 students in this study, 25 received instruction in the REP model and 25 in the traditional model. Results indicated that the group that received the REP program instruction had significantly higher eighth-grade CRCT scores than the regular instruction group. Implications for positive social change include better understanding the most effective type of math instruction for at-risk students that can result in increased math achievement.
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Smith, Curtis John. "Evaluation of the effectiveness of using an interactive video system to supplement classroom instruction." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.
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Blackner, Deborah Martin. "Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2540/.
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The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used.
It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra.
There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition.
While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
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Pratt, Martha Hall. "An investigation of the performance in College Algebra of students who passed the Summer Developmental Program at Mississippi State University." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-11092005-171647.
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Lachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.
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Nagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.
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The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains in subject knowledge between the groups. Then a second evaluation of the treatment was conducted. Group A received the treatment and took a post-posttest. Score gains for Group A before and after receiving the treatment were compared. After these tests, all participants took a survey to determine if their appreciation of math grew as a result of the treatment. Finally, interviews were conducted to provide better understanding of the results. The research questions of this study were: to what extent does the integration of Get the Math in Music improve students' academic performance in a remedial geometry review of ratio, proportion, and cross multiplication, and to what extent does participation in the Get the Math activity improve students' attitudes towards math? My hypotheses were that students would perform significantly better on a subject knowledge test after receiving the treatment, and that all students would have a more positive attitude towards math after receiving the treatment. Quantitative results did not triangulate to support or refute these hypotheses. Greater improvement from pretest to posttest was statistically correlated with Group B, which was the group first receiving the treatment. But later, between posttest and post-posttest Group A did not show statistically significant greater gains after receiving the treatment. Surveys results showed that students did not necessarily like math any more after the treatment. Interviews revealed that several of these students were apathetic to geometry in particular, if not to math in general. The case of one student's improvement suggested that positive teacher-student relationships are more effective than any particular method to increase academic performance and student engagement. Survey results were consistent with earlier psychological studies claiming teenagers care about music. Additional studies in the future on the merits of using music to teach high school math would be useful. Claims that proportional reasoning is challenging were supported. It would be beneficial to evaluate the treatment in an Algebra or Pre-Algebra setting when students first study proportions.
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Scott-Wilson, Rina. "An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96130.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not only in placement, but more importantly, in terms of learning and affording learners with special needs access to mainstream curricular materials. Mathematical modelling, or challenging mathematics problems solved in small groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics from a modelling learning environment. To do this, it was necessary to identify the critical characteristics of the best practice in teaching and learning for learners with special needs, and the critical features of modelling. One theory of learning that has the capacity to promote special needs learners' interaction with mathematical modelling is Feuerstein’s theory of Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for special needs learners at middle school according to general design principles from theory, which was adapted to the learning characteristics of the class. The learning environment comprised of three challenging modelling tasks, together with recommended implementation and support conditions in the classroom. Specifically, the research sought to investigate the ways in which special needs educators can support the higher reasoning processes of special needs students during modelling through design in general, and through mediation specific to each learner. The research took the form of a qualitative study, combining the phases of design-based research with a multiple case study approach. Three cases were analysed in depth. Empirical data were collected through a range of qualitative methods, which included data from student files, field observations, video and audio recordings, focus group interviews with students, and the input of various collaborators across the different phases of planning, design, implementation, and revision. Data were coded and analysed inductively according to emerging patterns and themes. Findings suggest that the use of modelling was successful when implemented with certain characteristics defined in the literature, and that it enabled learners to learn mathematics and also to develop additional outcomes such as social skills and language. During this study, learners' higher-order reasoning was supported through dynamic assessment and subsequent mediation.
AFRIKAANSE OPSOMMING: Die onderwysgemeenskap vir leerders met spesiale behoeftes bevind hulle in die middel van filosofiese en fisiese verskuiwings van 'n geskeide sisteem na 'n geïntegreerde sisteem. Dit omvat die plasing van leerders, maar meer belangrik ook die bemoontliking van toegang van hierdie leerders tot hoofstroom kurrikulêre materiale. Wiskundige modellering, en uitdagende wiskundeprobleme wat deur leerders in klein groepies opgelos word, is deel van die Australiese hoofstroomkurrikulum. Die doel van die studie was om die wyse te ondersoek waarvolgens leerders met spesiale behoeftes wiskunde in 'n modelleringsomgewing leer. Dit is gedoen deur die belangrike kenmerke van beste praktyk vir onderrig en leer in spesiale onderwys, asook die kritiese kenmerke van modellering, te vind. Een leerteorie wat die interaksie van leerders met spesiale behoeftes met wiskunde bevorder, is Feuerstein se teorie van Strukturele Kognitiewe Modifieerbaarheid. 'n Hipotetiese leertrajek was ontwerp vir leerders met spesiale behoeftes op middelskoolvlak. Empiriese data is deur 'n reeks kwalitatiewe aksies: data van studentelêers, veldwaar-nemings, video en klankopnames, fokusgroeponderhoude met studente, asook die insette van verskeie medewerkers oor die verskillende fases van beplanning, ontwerp, implementering en hersiening gegenereer. Die spesifieke leerkenmerke van hierdie leerders volgens algemeen-teoretiese en lokaalgekontekstualiseerde ontwerpbeginsels is nagekom. Die leertrajek het bestaan uit drie uitdagende modelleringsprobleme met aanbevole implementering en ondersteuningsriglyne in die klaskamer. Die navorsing het spesifiek gesoek na wyses waarop hierdie leerders se hoër beredeneringsvaardighede deur hul onderwysers, volgens elkeen se eie behoefte gedurende modellering, deur ontwerp in die algemeen en mediasie in die besonder, ondersteun kan word. Die navorsing, 'n kwalitatiewe studie, was gekombineer met fases van ontwikkelingsgebaseerde ontwerp wat uitgespeel het in 'n veelvuldige gevallestudiebenadering. Drie gevalle is in diepte ondersoek. Data was induktief gekodeer en geanaliseer volgens ontluikende patrone en temas. Bevindinge wys uit dat die gebruik van modellering suksesvol was wanneer die implementering volgens spesifieke kenmerke in die literatuur was. Dit het leerders instaat gestel om wiskunde te leer asook om addisionele uitkomste soos sosiale vaardighede en taal te ontwikkel. In hierdie studie is hoër-orde denke ondersteun deur dinamiese assessering en voortspruitende mediasie.
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Brown, Jayna Nicole. "A Correlation of Community College Math Readiness and Student Success." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1189.
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Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress (p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.
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Huang, Chih-Ming, and 黃志民. "An action research of mathematics remedial teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/35muha.
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碩士國立彰化師範大學
科學教育研究所
105
This study is based on the study of the remedial teaching of mathematics remediation in one eight grade students. It is expected that through the analysis of the results, the remedial teaching and follow-up counseling of the students can be made. At the initial stage of the study, three math units of seven grade of the design and the interview, and then analyze the current capacity of the state and learning difficulties. The second stage is to use the calculator to do the mixed arithmetic problems and the solution of Soma cube, remedial teaching, the entire stage of the video and collect the student in the remedial teaching fill in the study, thinking and dialogue process, and Individual interview materials and other information, after the completion of the data analysis, and then according to the preparation and conduct of the third phase of the concept of the eight grade square root remediation teaching, learning and learning process video interviews and other information, supplemented by the students of the class teacher interview. The results are as follows: The calculation of computing capacity, pen and paper can only be calculated to add a bit, but if the calculator can be stable and correct completion of the three-digit integer addition and subtraction mixed computing problem. The student for the Soma cube problem solving was very interested in, and can understand the meaning and smooth problem-solving, and even take the initiative to express hope to be able to accept the another problem test, we can see the student of the space ability is good and have the will to learn. As for the student in the square root concept of remedial teaching activities, the puzzle performance is better than the square root to understand, so need to spend more time to build thus student’s square root concept. Accompanied by class teacher’s interview found that the student still have the ability to learn the basic mathematics concepts, the follow-up to the student to save the school, it is recommended to prepare for his geometric problems interested in proceeding, especially algebra problems can be supplemented by geometric diagram is more suitable for the student.
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Sagna, Bakary. "Effectiveness of Remedial Mathematics Supplemental Instruction: a Community College Study." Thesis, 2019. https://doi.org/10.7916/d8-b4ev-fr06.
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The purpose of this mixed method study was to determine if there is a relationship between characteristics of supplemental instructors’ personal traits, teaching skills, subject matter, constructive/active, collaborative learning, effective communication, and their practices (as judged by students) and student success in their remedial mathematics course.
The college Provost was contacted by email to request an authorization to conduct this study in his college. Once approved, the investigator contacted face to face his colleagues to ask their students to participate in the study because they enrolled in a remedial algebra class where the instructor is assisted by a supplemental instructor (SI leader). Sixteen algebra classes were selected, and each were assisted by supplemental instructors. Students’ scores on the pre-test (at beginning of the semester) and post-test (at the end of the semester) were collected to gauge their achievement on both tests. Students completed a questionnaire that asked about their perceptions about their supplemental instructors’ personal traits, teaching skills, subject matter, constructive/active, collaborative learning, effective communication, and their practices throughout the semester. Students’ mean scores difference on the post-test were higher in 62.5% of the sections than on the pre-test.
The evaluation of achievement on both tests, the responses to the questionnaire and comments from students showed that SI leader’s characteristics associated to effective communication/active learning, teaching skills, and personal traits could be contributor to score achievements. The linear regression in the study shows that the three factors did not significantly predict the post-test score. However, the pre-test did significantly predict the post-test score in a remedial Math 20 at the end of the semester (Beta = .47, t (197) = 6.56, p <.05). In addition, the comments in the questionnaire found that students acknowledged their supplemental instructor role in the classroom and during the SI’s weekly sessions.
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Arriola, Leslie K. "Teaching college adults remedial mathematics: Is there a best way?" 1993. https://scholarworks.umass.edu/dissertations/AAI9408249.
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This research explores the question of how best to remediate the math skills of adult college students. Two bodies of literature relating to adults and poor mathematical performance are reviewed, and a summary of one of the most influential theories of learning is presented. First, the literature on adult learners is reviewed to gain insight into characteristics of and assumptions about adult learners. The second body of literature explores psychological factors contributing to poor mathematical learning. Research on math anxiety, math avoidance, and women and math is reviewed, along with research on interventions implemented by colleges to help students overcome negative feelings about their ability to learn math. The third summarizes Jean Piaget's theory of intellectual development and its relevance to adult learners. In-depth interviews were conducted with nine "good" college instructors who teach developmental mathematics to both traditional and non-traditional undergraduates. The teachers were asked to talk about their experiences learning math, their teaching philosophies and methods, and their observations about adult mathematics students. Students in the instructors' current classes answered open-ended questions in an anonymous written survey. The surveys asked students to describe their instructor's teaching methods, their feelings about learning math since being in the class, and their beliefs about the role age plays in ability to learn math. The responses of the teachers and students indicate that (1) cognitive ability to do math does not change with age, (2) ability to learn basic math depends on two main factors: motivation and having a "good" teacher and, (3) good college remedial mathematics teachers are non-threatening; use a student-centered, active learning approach; stress understanding over memorization and rote computations; and focus on developing reasoning, problem solving and higher order thinking skills. The conclusion of the dissertation is that a Piagetian approach to teaching basic math is as applicable to older students as it is to younger learners, but that more research is needed to determine the ways in which differences, other than cognitive, between age groups can help or hinder mathematics learning.
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Wang, Sheng-Yi, and 王勝逸. "The Case of Study Integrating History of Mathematics into Remedial Teaching ：G5 Mathematics Class." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/94277282100209217154.
Full textAbstract:
碩士臺北市立大學
數學系數學教育碩士在職專班
104
The purpose of this research is to investigate the influence of integrating history of mathematics into elementary remedial teaching on the affection of the fifth graders. The case study was used in this study. The participants in this study are 5 fifth grade students in an elementary school in New Taipei County. All of them receive the curriculum in six units during a semester. Results show that the five students improve the positive affection on the confidence in learning mathematics, the usefulness of mathematics, explore the motivation of mathematics, and the anxiety of mathematics by integrating history of mathematics into elementary remedial teaching, The way of this kind of teaching also students. Besides, according to the students’ feedback, the students have a positive attitude toward integrating history of mathematics into remedial teaching. Finally, the researcher expounds the way of integrating history of mathematics into remedial teaching, and provides other teachers the suggestions to integrate history of mathematics into remedial teaching in the future.
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Myburgh, Marina Elizabeth. "Begeleiding van leerlinge met wiskunde-probleme." Thesis, 2014. http://hdl.handle.net/10210/11933.
Full textAbstract:
M.Ed. (Subject Didactics)Mathematics opens doorways for further studies and careers in the technological and information age. Many students experience problems coping with Mathematics in secondary school due to a multitude of factors. Some factors are connected with the student's innate abilities and the extent to which these have been developed, and others with the teaching practice. Problems include lack of conceptual development, skills in problem solving, computation and poor study methods. These problems can be identified and diagnosed through careful observation, questioning and interpretation of written work. Remedial instruction has to address the individual student's needs. To enhance learning, students have to be actively involved through manipulation of models, discussions, verbal writing assignments, practising his skills and studying. The use of visual proj ections, using colour, graphics and sound by computer, facilitates the recall of previous lessons. Videos of lectures can be used as backup for pupils who were absent. These are but two of the creative ideas suggested as aids for remedial teaching. No instant recipes are prescribed, but, for the teacher who really has the interest of his pupils at heart, many guidelines are provided...
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Maimone, Salvatore. "Eliminating Remedial Mathematics: A Case Study of the Design and Implementation of a Modular Mathematics Curriculum." Thesis, 2021. https://doi.org/10.7916/d8-by9y-jr46.
Full textAbstract:
This single case study investigated the implementation of a modularized mathematics course designed to eliminate the usage of remedial mathematics courses from post-secondary mathematics curricula. The literature review revealed that introductory college level mathematics success and student retention rates in post-secondary schools was chronically problematic due in large part to the number of students unable to advance past remedial courses. According to the findings of this study, the modularized curriculum provided the necessary remediation tools embedded within course essential to student learning and development without the psychosocial pitfalls and financial burdens that follow remedial mathematics courses.
The conclusion drawn from the findings is that enrolling post-secondary students in a modularized introductory college level mathematics course with embedded remedial support can be effective in increasing student confidence in successfully completing an introductory level mathematics course
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HUANG, SHIN-CHIA, and 黃信嘉. "An Action Research of Remedial Teaching on Mathematics among the Eighth Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/81931015071349057929.
Full textAbstract:
碩士國立中正大學
教育學研究所
104
Adopting action research as the research method, this research aims to investigate the process of the implementation of remedial teaching in junior high school. Also, the misconception which are easily made by eighth-grade students, such as arithmetic sequence and arithmetic series, simple geometric pattern and basic properties of triangles, are analyzed. In this research, the implementation of remedial teaching refers to the teaching strategies of compensation, supplementary curriculum and the enhancement of basic curriculum. This research was conducted in the first two classes in every Thursday afternoon, from February to June, 2014, and there were six students involved. The main findings of this study are: 1. Students easily misunderstand that common difference is positive and misuse the concept of common difference. Teachers could help students to acquire prior knowledge about “number” through their daily experiences. 2. Students are unable to figure out the patterns of the sequence; teachers could apply some games – such as poker – to help students to learn the concept of “regular pattern”. 3. Students get confused at the outcome of multiplication or repeated addition on an arithmetic sequence; teachers could help students by demonstrating an equation. 4. The lack of proper knowledge about the formula and the symbols of arithmetic sequence and arithmetic series results in the misuse of these concepts; it would be helpful if teachers could define the symbols first, and then help to reason the formula. 5. While students feel uncertain about the definition of line symmetry, teachers could take paper folding or drawing as a strategy for demonstration. 6. It could be difficult for students to compare the length of line segments by imagination only; to draw some line segments could be useful for making a comparison. 7. The definitions of angles are somehow ambiguous for students. The concepts of acute angle, right angle and obtuse angle are taught in elementary school, and the concepts of straight angle, complementary angle, supplementary angle and vertical angle are added in junior high school. Visualizing these concepts could help for clarification. 8. It is easy for students to confuse the formula of cubature formula and the basis of quadrature formula. A recall of the ideas concerning square measure and volume taught in elementary school could be the first step for students, and then move on to the understanding of cubature formula to be the height multiplied by square aera. 9. The definition and the application of interior and exterior angle theorems are difficult for students. The course arrangement could start at the review of the sum of the internal angles of a simple triangle. Also, familiarity of angles could be helpful for the understanding of external angles. The knowledge of interior and exterior angles of a polygon could be left to the final stage of learning. 10. Students find it difficult to figure out the definition and the application about the congruence property between two triangles. In this respect, teachers could make a commencement by clarifying the definitions of symbols of congruence, and further explaining the concepts by demonstrating real figures. One thing is for sure: SSA is not one of the congruence property between two triangles. 11. Students may fail in making comparisons of a triangle’s lengths or angles. Through directly comparing different triangles, students could learn better, even to conclude the facts that the longest length of sides is opposites to the biggest interior angle and the shortest length of sides is always opposites to the smallest interior angle, and vice versa. To have better understandings of students’ learning conditions could be the beginning point for a teacher to implement remedial teaching. The focal point of pedagogical design could be emphasized on students’ misconception or myths. Practical exercises and the establishment of new mindsets could be helpful for the future learning. Keywords：Remedial teaching, Arithmetic sequence and arithmetic series, Simple geometric pattern, Basic properties of triangles
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LIN, YU-CHENG, and 林育正. "Effectiveness of Two Agents Elementary Mathematics Intelligent Tutoring System for Remedial Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/07333822097526038177.
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Wang, wei-hua, and 王瑋樺. "A study of problem-solving and remedial teaching of mathematics learning disability students." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/11055787211963256947.
Full textAbstract:
碩士國立屏東師範學院
數理教育研究所
89
The purposes of this study were to investigate problem-solving and remedial teaching for third grade students with mathematics learning disability(MLD) at Kaohsiung. Data were collected from the examination and in depth interview of 4 MLD students. According to Mayer’s theorems, date are analyzed. The assessment information was then used to determine how to adjust the remedial teaching strategies appropriately. Results of this study show that (1) the four students had difficulties of language-understanding, concept-comprehension and arithmetical-calculation, when they tried to solve mathematics problems. (2) easy to forget the learned solving strategies was one common problem. (3) mathematics teachers should use right teaching strategies to teach MLD appropriately. (4) some remedial teachings are helpful for students with mathematics learning disability on developing their mathematics ability.
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Nel, Norma Margaret. "Self-concept, under-achievement in primary school mathematics and remedial guidelines." Thesis, 2014. http://hdl.handle.net/10210/11651.
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Paige, Cyntreva Deann. "Examining the effects of inquiry-based teaching strategies on community college mathematics students." 2013. http://hdl.handle.net/2152/23249.
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It is well documented that students are struggling in developmental and introductory mathematics courses at community colleges across the nation. However, the reasons that these students struggle are not as well known. While numerous researchers have investigated the effects of inquiry-based learning on K-12 students, the research on this topic at the community college level is lacking. For my dissertation work, I have collected attitudinal surveys, observational data, and final exams from eight sections of a developmental mathematics course and nine sections of College Algebra at a large Texas community college. Approximately half of the instructors involved in the study incorporated some level of inquiry-based teaching strategies in their classrooms (referred to in this dissertation as “student-led” sections) while the remaining instructors employed a more direct strategy (referred to as “lecture” sections). Using this data, I investigated the relationships between teaching methods and attitudes, teaching methods and content knowledge, and attitudes and content knowledge. The evidence showed that IBL teaching strategies have a greater effect on students’ attitudes for students enrolled in a developmental mathematics course than those enrolled in College Algebra. IBL teaching strategies had no positive effects on developmental students’ performance on a skills-based final exam, but student-led sections performed just as well as lecture sections. In College Algebra, participants in student-led sections scored significantly higher than lecture sections on two out of five objectives: write the equation of a line in slope-intercept form (p<0.001) and use properties of logarithms to write an expression as a single logarithm (p<0.01). Lecture sections scored significantly higher than student-led sections on one objective: write the equation of an exponential function given two data points (p<0.05). However, the wording of the problems for this objective differed between lecture and student-led sections. Finally, when comparing the eight Basic Math Skills objectives with the 17 attitudinal variables, 1.4% of pairs were significantly correlated on the pre-survey and 15.4% of pairs were significantly correlated on the post-survey. Of the five College Algebra objectives and 17 attitudinal variables, 16.5% of pairs were significantly correlated on the pre-survey and 7.1% of pairs were significantly correlated on the post-survey.text
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HSU, YI-CHEN, and 許藝蓁. "A Study of Remedial Teaching in Elementary Mathematics by Means of E-learning Technology." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66718720993412156588.
Full textAbstract:
碩士中國科技大學
資訊工程系資訊科技應用碩士在職專班
104
This paper aims to investigate the improvement of remedial teaching in elementary mathematics by means of e-learning technology. During the period of four weeks of Observation Records, a pretest for students is performed before each class, then we let students log onto the Uniform Platform to watch videos, to do exercises and afterwards a posttest is performed. The results of the differences between these pretests and posttests would be analyzed so we can get some conclusions about the effectiveness of the remedial teaching by means of e-learning technology. Consequently, our research concludes that the e-learning system provided by the Uniform Platform can improve the mathematical learning effectiveness of the students. Furthermore, the students declare that the e-learning systems are welcome to be assimilated into their self-learning systems.
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WU-TAI-JUNG, PA, and 巴吳泰融. "Action Research on Remedial Teaching of “Scientific Notation” in the Junior High School Mathematics." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ddsgzu.
Full textAbstract:
碩士國立臺東大學
進修部教育行政碩士班(夜間)
106
This research adopts action research method to describe the learning process of the low-learning-achievement students when receiving remedial teaching through direct and mastery teaching modes, and to make an analysis from different perspectives—learning sheet, class assessment and study performance in stage evaluation. The research object is 6 selected students from the class which the researcher teaches who are marked as students with low learning achievement in the unit of scientific notation. The remedial teaching is conducted once a week, for 11 weeks, 11 times in total. The type of error in student’s learning of scientific notation is analyzed in accordance with collected data and remedial teaching activities are designed to solve these errors. The learning sheet, class assessment and stage evaluation of each time will be a reference to judge whether the students have change or promotion in their ability and learning attitude. Finally, discussion, reflection and suggestions will be made in the hope of promoting students’ study interest and making reflection on teaching. Research results discover that after two kinds of remedial teaching methods were implemented, students have better performance in certain sub-theme learning of scientific notation. They originally had no idea about scientific notation, but they could now write the representation of scientific notation correctly. Their learning was originally affected by the negative and positive numbers as well as addition and subtraction, which has also been improved in the process of remedial teaching. They begin to rebuild self-confidence and are willing to share their computing methods and ideas.
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SIH-YA, LIN, and 林絲雅. "The Study on the Learning Effectiveness of the Application of Graphic Teaching Strategies to Elementary School Mathematics’ Remedial Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9xm46x.
Full textAbstract:
碩士國立臺中教育大學
教師專業碩士學位學程
103
The Study on the Learning Effectiveness of the Application of Graphic Teaching Strategies to Elementary School Mathematics’ Remedial Teaching Abstract The main purpose of this study is to explore whether the graphic teaching strategies are effective in Remedial teaching in the elementary school mathematics. Besides, the methods in response to the problems faced by the teachers when they apply graphic teaching strategies in remedial teaching are probed. Teachers’ reflection and growth during the usage of this strategy are also illustrated. The research method employed in this research is action research. The subjects are originally six students of Grade 5 in Chen Yi Elementary School at Fengyuan District, in Taichung City. The remedial teaching lasted for nearly four months, during which data are collected. The data include: Pre-and Post-test based on the basic skill test made by the research, teaching observation records, students’ answering sheet, teachers’ reflection notes and other related information. Based on the above resources, summaries are made that graphic teaching are helpful in the remedial teaching. The methods of the teachers took when faced with problems and the teachers’ reflection and growth are also illustrated. Due to the sample loss during the research, the results of the research are given based on the analysis of three of the subjects. Through data processing and analysis, the findings of this study are as follows: First, the application of graphic teaching strategies, based on the remedial learning sheet designed after the analysis of the abilities that students lack, is helpful to improve students’ basic mathematical ability and deepen their understanding by visualization. Second, the graphic remedial teaching strategies can help students visualize the verbal maths tests, list the correct formula after correct understanding and enhance their understanding of mathematical learning. Third, graphic teaching strategies are helpful in the units with the topics of time and geometry and so. Fourth, when problems arose in the implication of remedial teaching, teachers should maintain the flexibility to deal with the problems or seek assistance from peer teachers. Fifth, teachers’ employments of graphic teaching strategies in Mathematics remedial teaching can help enhance teachers' understanding of the teaching materials. From the above conclusions, it is safe to say that graphic teaching strategies, if properly used in the remedial teaching in elementary mathematics teaching, can not only help improve students ' math ability and math basic learning, but also enhance teachers' understanding of teaching materials. In a word, this research can be used as a reference for future remedial teaching research. Keywords: graphic teaching strategies, Mathematics, remedial teaching
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Wu, Hsiang-Ju, and 吳相儒. "A Study of Fractional Teaching Module Used in Elementary School Mathematics Diagonstic and Remedial Instruction." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/55275988978897711328.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
89
A Study of Fractional Teaching Module Used in Elementary school Mathematics Diagnostic and Remedial Instruction Hsiang-Ju Wu Abstract The purposes of this study are:(1) develop the elementary school fractional teaching module (2) apply the fractional teaching module to elementary school mathematics diagnostic and remedial instruction. The research subjects are selected from the fourth graders of an elementary school in the Taichung County, through a paper-and-pencil test, to select six pupils who are lower achiever. Individual interviews were also conducted to explore children’s thinking strategies. The results revealed the following: 1.Children employed several inaccurately fractional conceptions. 2.Children’s inaccurately conceptions were possibly caused by misconceptions (e.g. excuse unit, deficient fractional knowledge, whole-number scheme, annoy by language). 3.After treatment, children’s performance only about fraction-fraction comparisons couldn’t be improved while the others could. Finally, some observations made and implications are discussed, and suggestions are made to teachers and researchers. Keywords: teaching module, fraction, misconception.
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LI, YUN-HSUAN, and 李云瑄. "The Action Research of Using Game Teaching on Mathematics Remedial Instruction to Primary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/97086482602750968089.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
104
The purpose of this study is to apply the game-based teaching method to the mathematics remedial instruction in order to investigate the learning processes of four under-achieving 5th graders. This study also discussed the changes of learning attitudes and achievement in mathematics of these four low achievers. There were four subjects (four fifth-graders) in the mathematical remedial instruction program lasting for 9 weeks in this study. Data on math achievement, math learning attitude, and processes on concept learning were collected through the following instruments including “Project for Implementation of Remedail Instruction-technology-based testing (PRIORI-tbt)” by the Ministry of Education, the percentile rank in students’ regular classes, teacher-designed tests, “Math Learning Attitude Questionnaire” designed by TIMSS, and classroom observations. The results indicated that the application of game-based teaching method to the mathematics remedial instruction (1) can improve students’ math learning attitude, and (2) may not make positive changes on students’ math achievement. According to the results from the math learning attitude questionnaire, three students showed improvements on math learning attitude. Although one student’s score remained the same, he showed high motivation and good attitude on participation in the class. The results of classroom observations and interviews revealed a positive impact of the game-based teaching method on students’ math learning attitude. According to students’ performance on PRIORI-tbt and class ranking in their regular classes, students did not show improvement on math achievement. However, the results of their performance in the teacher-designed test, the classroom observations towards students, and interviews revealed that the application of game-based teaching method in class can improve students’ academic achievement.
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CHUANG, WAN-LING, and 莊婉鈴. "Study the implementation of mathematics remedial teaching for the first semester of higher vocational education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yep8g3.
Full textAbstract:
碩士國立高雄師範大學
數學系
107
The purpose of this study is to explore the impact of learning support programs on the learning of higher vocational students. The learning support program is the so-called remedial teaching. Researchers have been teaching for many years. Students who have contacted many individual differences have also participated in remedial teaching and learning. They found that learning support programs are important for students with low learning, but most of the remedial teaching effects are only for middle school or high school. Discussion on higher vocational education. In the 106th academic year the researcher taught a senior high school in Kaohsiung. The technical system has always been neglected and the spirit of teaching and classlessness is adhered to. The students are the observation targets and the implementation of the mathematics remedial teaching aid program for higher vocational education is discussed. In this study the researchers observations and pre- and post-tests were used as a record of traditional methods. In non-classroom hours use chat to understand the student’s background. The researchers found that the remedial instruction has some benefits for low-achieving students, but the learning time is short and the degree of students is too different. It is not easy to achieve significant results during the teaching period.
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GUO, LI-YI, and 郭禮毅. "The Application of FMEA and QFD to Remedial Teaching Improvements of Mathematics in Senjor High Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/e7d838.
Full textAbstract:
碩士中華大學
企業管理學系
104
Mathematics is the mother of science, but also one of the important school subjects. However, it was found in the Junior high school-examination that for two consecutive two years there is a person who "should be strengthened", for every three children. Many of the students Entering high school will accept remedial teaching. Therefore, if we can find the current demand of the teachers and students and improved the remedial teaching, it must be positive for remedial teaching. This study conducts Failure Mode and Effects Analysis (FMEA) and Quality Function Deployment (QFD) as research instrument. First, gathering the defect of high school students and mathematics teachers feeling for remedial teaching.Then applying FMEA to calculate the Risk Priority Numbers (RPN) of each defect. Then using Ordered Weighted Averaging (OWA) integration of operational procedures and linear transformation to turn them to the significance weights of customer demand. And we turn each defect to the customer demand. Then using QFD to develop the relational matrix between customer demand and teaching design parameter to decide the priority. The result has shown that the key customer demand priorities as following: class time meeting the demand of the teachers and students, the number of students in class getting fewer, students practicing in class, and keeping track the students’ performance. As to teaching design parameter, the priority implementing elements are as following: timely feedback and pointing out the error, enhancing the students' willingness to participate, establishing two-way context of the teachers and students, applying remedial teaching on school hours and according to the degree of student to apply group teaching. We hope that this study to senior high school staff about planning mathematical remedial teaching is helpful.
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CHEN, YEN-LIN, and 陳彥霖. "The Action Research of Remedial Teaching for Low Mathematics Achievement Students in a Vocational High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4pc2hy.
Full textAbstract:
碩士明道大學
課程與教學研究所
105
This study explored the effects of remedial teaching on improving basic concepts of trigonometric function units of the vocational students with low mathematics achievement by means of action research. The main teaching method of the remedial teaching was to use the direct teaching method and the triangular drawing memory method .The research tools included math remedial teaching materials, math learning achievement before and after the test volume, classroom learning sheet, remedial teaching feedback form, learning log and interview record table. In order to analyze the students’ learning process, and find ways in the course of teaching students with low learning achievement, the research planned, revised, and then took actions to achieve the purpose of solving the problem of vocational mathematics teaching. The results of this study found that the use of direct teaching method could effectively guide low-performance students, and concluding from after-school interviews , implementing remedial teaching could actually improve students’ learning attitudes in mathematics. According to the results of the study, we would provide reference for the implementation of remedial teaching for students with low mathematics in vocational education in the future.
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Tsai, Chingchi, and 蔡金吉. "Effects of Peer Collaboration Oriented Digital Remedial Teaching on the LearningOutcomes of Elementary Mathematics in Life." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09200874176613914424.
Full textAbstract:
碩士大葉大學
管理學院碩士在職專班
101
This research aimed to investigate the effects of peer collaboration oriented digital remedial teaching on the learning outcomes of elementary mathematics in life. The researcher designed remedial teaching plans, evaluation questions and scales, and placed teaching materials in the supported peer collaborative e-learning platform (Moodle). The students of two sixth grade classes from a public elementary school in Taichung City were selected to be the research samples. Before the remedial teaching, all students were given pretests concerning the learning units, the learning interest and the learning attitudes in mathematics. A total of 13 low-achievers were selected according to whose score of unit pretest, and assigned into heterogeneous groups. The teaching experiment proceeded 10 lessons in 5 weeks. The goal of peer collaboration was all members of each group were to understand the problem-solving strategies and procedures during the teaching experiment. If the goal couldn`t be reached, the teacher taught high-achievers and asked middle-achievers and low-achievers to learn from high-achievers one more time. After the experimental teaching, again all students were given posttests concerning the learning units, the learning interest and the learning attitudes to learn mathematics. The results showed from comparing the pretest with posttest, that there was significant differences in learning achievement from the low-achievers after remedial teaching in mathematics, and there was significant differences in the performance of learning interest in mathematics. However there was not significant difference shown in learning attitudes for mathematics. In interviews with students whose remedial effectiveness was significant or non-significant after remedial instruction, the results shown as follows: (1) The biggest problem for low-achievers in learning mathematics was that they do not understand what questions mean. (2) Low-achievers who tended to ask the teacher questions show less interest in online learning pertaining to mathematics. (3) There was a significant effect through peer collaboration strategy to help low-achievers with digital remedial teaching. (4) Students paid more attention to the contents of mathematics in life. Based on the results, this study provides suggestions on digital remedial teaching in the subject of mathematics.
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Yang, Hsin-Fu, and 楊鑫富. "A Study of Designing On-line Remedial Teaching of Mathematics by Analyzing Students' Problem Solving Process." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/76361267339758182274.
Full textAbstract:
碩士國立高雄師範大學
資訊教育研究所
101
The practice and research on mathematics teaching indicate that besides listening to lectures, doing exercises is one of the most effective ways to know the students' problems and to guide the students to digest the teaching content. Therefore, this study treated the students who need remedial teaching as the subjects, and used the unit of solving linear simultaneous equations in the mathematics for Grade 1 of junior high school as an example. This study analyzed the students' problem solving process, identified their difficulties, and designed an adaptive on-line remedial teaching course. By quasi-experiment method, this study invited 51 students who need remedial teaching to discuss the benefits of the on-line teaching approach. The results showed that the proposed on-line remedial teaching course could improve the students' attitude towards mathematics study and mathematics learning achievements, but the effect was slight. About half of the students who received the on-line tutorial had positive and affirmative opinions, they felt that the learning approach was efficient; and the contents covered areas that they were unfamiliar with.
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Fang, Chian-Lian, and 方建良. "Applying Web-based Module In Elementary Mathematics Area’s Remedial Teaching － Take “Spatial Location” As An Example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/80434530535858944061.
Full textAbstract:
碩士國立嘉義大學
數學教育研究所
92
Abstract The aims of this study are discovering the elementary school students’ difficulties in learning “spatial location” and students’ effects and evaluations through the designing progress and practice of the teaching module. The method of this study is case study. The objects of this study are selected into two periods. One is to discover the students’ difficulties: the objects of this period are the elementary fourth grade students who were all taught by the writer in Changhua County. The other on is the remedial teaching: the objects of this period are the students who can’t have correct concepts about space after learning the subject, “spatial location”. (Six students received the remedial teaching.) Through this study, the writer gets the following results and suggestions. 一、 The results of this study : （一） Students’ difficulties in learning “spatial location”：1. The misidentification of basic locality. 2.Being unable to confirm the reference point. 3. Being unable to follow the change of reference coordinates to distinguish the correct direction. 4. Being unable to recognize the left and right directions correctly when the situation is changed. 5. Being unable to explain the routes of movements specifically and correctly. 6. Being unable to transform large space into small space and draw it as a plane picture specifically and completely. 7. The limits of the abilities in transforming three-dimension space into two-dimension space. （二） The design and the modification of the web-based module: The modifications and sophisticates of the module are constantly. Take this study as an example. The whole progress can be divided into the “brewing” : to raise the modification of the researcher, the “developing” : to construct the blueprint with simple multimedia materials, the “conflicting” : to find out the defects of the design through showing the module, and the “integrated modifying” : to integrate the modifications and mix them into real teaching. （三） Students’ performance in practicing web-based module: Learners have positive views about teaching with information technology. It can enhance their learning motivations. As to learning materials, we can get the following results. 1. Students’ acceptances are higher in the materials which are easy to read and understand. 2. With the assistance of computers, students can transform a three —dimensional picture into a plane one, and the drawing abilities of large space are also enhanced. 3. Students can accept wider learning materials. 4. There is an enhancement in students’ abilities of transforming coordinates. 5. Students can locate the objects, and then describe the locating relations between the objects and the movement routes more specifically. 二、 The suggestions of this study: （一） The suggestions of teaching about spatial materials: 1. The materials are from the life and applied in the life. 2. Instruct students to find out the relations of referencing coordinates. 3. Train students to find out the reference points from the relative locations. 4. Encourage students to try thinking more, and treat the performance of spatial ability as a kind of creations. 5. Teachers should train students to transform three-dimension space into two-dimension space. （二） The suggestions of the teaching with information technology: 1. Teachers can design the information technology materials with the ideas of “cooperative learning”. 2. Teachers can design more materials about information technology and set up the environment in which we can share teaching materials. 3. Teachers should value the process of constant modifications when designing web-based course.
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TENG, KUEI-LAN, and 鄧桂蘭. "A Study on Mathematics Multiplication Integrated with Interactive Multimedia for Remedial Teaching in the Primary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/18454492326844025888.
Full textAbstract:
碩士吳鳳科技大學
應用數位媒體研究所
105
With development in multimedia technology， there is gradually changing from printed textbooks to digital teaching and learning tools in today’s schools. Although traditional learning activities continue to play an important role in the teaching-learning process， their role has changed as teachers and students have increased access to educational multimedia content. Teachers and students in many schools now have access to tools to create their own multimedia content and remix it in appealing and engaging ways. In the case of remedial instruction， teachers in many schools now use a variety of multimedia content to complement traditional remedial teaching in a more attractive way. In this study， quantitative and qualitative methods are adopted to study the difference and influence of learning motivation of two groups of students with learning difficulties in mathematics by using an interactive multimedia teaching material and two different interactive ways. Different interactive multimedia teaching methods， students learning motivation whether there are significant differences? Whether the two kinds of teaching media interaction is generally loved by students? Whether the learning motivation of students is improved? Finally， according to the conclusions of this study， we put forward some suggestions， such as how to improve the students' learning motivation， and hope it to become a reference for the discussion of related issues in the future remedial teaching in mathematics for primary school students. Keywords： Remedial Teaching， Mathematics， Multiplication， Learning Motivation， Interactive Multimedia
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LI, TSUNG-CHIEH, and 李宗傑. "Case Study on the Electronic Textbooks apply in the Remedial Teaching of the Mathematics for Multiplication." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14568058068196822322.
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碩士南開科技大學
電子工程研究所
103
The purpose of this study is to understand through computer-assisted instruction, the use of electronic textbooks to implement remedial teaching math multiplication on a math learning behind students in computing capability and effectiveness of learning mathematics multiplication problem-solving ability, and the student’s opinions to the computer-supplementary teaching. Taking a fourth grade student who is leaning in Taichung’s remote school for my study. After the student was investigated the effectiveness of learning into remedial teaching which is divided into six weeks, twelve times and four stages. To give the student an immediate and overall effectiveness. The student’s opinion to the computer-assisted teaching is based on the learning feedback sheets those were filled by the student, and the researcher’s teaching logs. According to the results, the main findings of this study are as follows: First, the student keeps positive attitude to the application of electronic textbooks and the mathematics remedial teaching. Second, the application on the electronic textbooks in mathematics multiplication remedial teaching enhances effectively to the student’s multiplication ability. Third, using eBooks to perform remedial math multiplication, the student’s ability on multiplication calculation upgrades obviously and his problem-solving on multiplication partly improved. Based on the research described above, some suggestions on teaching practice are listed for the following subsequent research. Keywords: electronic textbooks, remedial teaching, multiplication
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Allers, Janet. "Riglyne vir 'n wiskundeprogram vir junior sekondêre leergeremde leerlinge." Thesis, 2015. http://hdl.handle.net/10210/14488.
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M.Ed.The object of this research project is to do an error analysis of standard five pupils' mathematics books and to to create guidelines for a mathematical programme, using direct instruction, learning strategies and problem solving skill ...
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林育竹. "An Action Research On Using Moodle Learning Platform For Remedial Teaching Of Mathematics In Junior High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/14660960437311399390.
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碩士國立彰化師範大學
資訊工程學系
100
The purpose of this study was to explore how to use the Moodle learning platform for remedial teaching of mathematics and to assess its effectiveness upon the mathematics learning of the junior high school students. The study adopted an action research approach. Ninety-four 8th grade students taught by the researcher were invited to participate in this study. The study proceeded three different stages of remedial teaching for five months. The researcher used the Moodle platform to integrate e-Learning resources. The first stage was to use the test system of the Moodle platform with the online video resources. The second stage was to use the learning sheets with the online video resources. The third stage was to combine the functions of the former two stages. If learners didn’t pass the standard of formative test, they had to use the Moodle learning platform for remedial teaching by themselves. The quantitative data consisted of six mid-term exams in 8th grade to analyze the effectiveness of mathematics learning. The qualitative data included the teaching journal and questionnaire to explore students’ attitudes and acceptance toward using Moodle platform. The results show that the students’ learning achievement has been significantly increased with using the Moodle platform for remedial teaching. In particular, the students whose performances were lower than the average were more significantly progressive. Although the different modes of remedial teaching were not significantly different for mathematics achievement, through the observation in the classroom, students of middle ability preferred using the test system, and students of poor ability preferred using the learning sheets. Most students held positive attitudes and higher acceptance toward using the Moodle learning platform for remedial teaching. According to the results and process above, some suggestions related to the study are provided for the teachers who have interests in using the Moodle learning platform.
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LIN, HSIAO-JU, and 林筱茹. "An Action Research about Integrating Board Game into Mathematics Remedial Teaching Course: Take Sixth grade for Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b55tyv.
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碩士國立高雄應用科技大學
文化創意產業系
106
In recent years, many experts advocated that education should back to students of themselves. Therefore, there are new teaching manners would apply in real class; for instance, Flip education, study group and Game-base Learning,etc. These researches indicated that Interaction-teaching have greater effect and more obvious progression for students in learning than traditional teaching manner. Board Game , briefly named “BG”, which is applied as auxiliary in teaching. After finish the lesson, teacher will start a game to make students have stronger learning motivation during the class. By this way, it can also improve the relationship between students, and it can even strengthen teacher’s classroom management. This study will use action research methods to investigate the integration of board games into math remedy courses，understand the learning outcomes of sixth grade primary school students. The purpose of this study is to have the following two points: (1) Integrate tabletop games with mathematics remedial teaching in the sixth grade of elementary school to increase and continue student motivation and interest. (2) Using table games to integrate mathematics remedial teaching in the sixth grade of primary school to improve students’ basic math ability. The results of this study have the following three points: First, improve the basic ability of learners. Second, change the teaching strategies of the educators. Third, improve learners’ learning effectiveness. we hope there would be more board game can be used in class and also provide students different learning methods.
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Shih, Chuang-Yi, and 施創譯. "A Case Study on the Learning Effectiveness of Remedial Mathematics Teaching Program in a Junior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/azdgm6.
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碩士國立臺灣大學
公共事務研究所
107
As the society changes, polarization of academic achievement among Taiwanese junior high school students has become significant. Ministry of Education in Taiwan has tried to solve the problem with "Remedial Teaching", and praised its success. However, as a teacher in a junior high school, I am motivated to research on how "Remedial Teaching" improves students'' learning outcomes and reduce the polarization of academic achievement. In order to explore students’ learning effectiveness of Remedial Teaching Program in a junior high school, this paper aims to organize and analyze a long-term study, including three entrance years of students and their comprehensive data in a selected junior high school located in the Greater Taipei area. Using "Propensity Score Matching" as a research tool, the author found out the "matching group" with similar scores and traits in the pre-test who is similar to participants. After controlling for possible confounding factors, the study compares the differences of test grades between program participators and the matching group to assess the impact of remedial teaching on student learning outcomes. And the impact of the remedial teaching are evaluated in four distinct dimensions, including "short-term effect" of the same semester, "long-term effect" of the outcome after one year , "first participation effect" and "multiple participation effect". The program evaluation reveals some profound findings. Above all, this study found that students who qualify for remedial teaching in Star junior high school(SJHS) are mainly male, the family economic situation is relatively poor, and the ratio of immigrant and aboriginal students is high. Regarding the impact of the remedial teaching program, there are two major statistical results. First, regardless of dimensions, the number of periods of negative results is more than that of positive results. Second, the number of periods with statistically significant differences is all negative and all occurs in the second semester, except for the “2013 First Participation Group” which occurred in the first semester. Regarding the results of long-term and short-term effects in the view of "semester", I get similar results. First, the first semester of Seventh Grade has no negative results, but there is no positive outcome in the second semester of Eighth Grade. Besides, the number of period of outcomes is more positive in all first semesters, but more negative in all second semesters. Finally, all the statistically significant differences occurred in the "second semester", and there was no statistically significant difference in the "first semester". Owing to the conflicts between the statistical results and the past literature, the researchers interviewed three mathematics teachers of SHJH to explore the reasons for the findings. In the interview, in addition to proving the validity of the statistical results, it was found that the significant negative results may be related to the "course concept" and the "difficulty of the examination", indirectly indicating the difference in learning outcomes of remedial teaching may result from the "learning attitude and willingness" of the students, the teachers'' "negative perception", and the "support level" of parents. In addition, the repeated failures of the second semester remedial teaching are in compliance with "Matthew effect" and the impact of the student''s "learning attitude" on learning outcomes of the past literature. The results prove that the "Early Remedy" do pose a positive impact on students'' learning, and the students are more likely to improve or maintain their learning outcomes if they participant remedial teaching earlier. Using the results above, this paper argues that "early intervention", "design of enforcement mechanism" and "learning effectiveness measurement mechanism and proper use" will be the focus of future practical workers'' continuous efforts and attention. The bias caused by the small number of participants may be treated by the "Synthetic Control Method". Second, if the researcher has sufficient funds and time, he or she should try to carry out long-term operations with specific schools and control the factors that may affect each. Besides, due to the integrity of the data, this article does not control factors such as "learning motivation" or "learning interest". Future researchers may include these two variables. Finally, this paper focuses on only one school, so the result can only be applied to this school. It is impossible to infer the success or failure of the entire program. Perhaps the researchers can deal with the plan in a more detailed way. For researchers who intend to conduct similar research in the future, t they may still have to collect more relevant information for a full understanding of the research school''s program, and also involve more appropriate measurement tools to study the impact of remedial teaching on students'' learning outcomes, making it possible to improve students’ condition.
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Chan, Hoi-sun, and 陳海新. "An Action Research on Customized Worksheets in Mathematics Remedial Teaching for the 7th Grade of Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/73801261243713757827.
Full textAbstract:
碩士慈濟大學
教育研究所
100
This study adopts action research approach to investigate whether the implementation of customized worksheets in the mathematics remedial teaching with the After School Alternative Program (ASAP) for the 7th grade students. The study analyses the four students to participate the process of remedial teaching about the mathematics learning attitude and the mathematics learning effects. Using the research tools include the customized worksheets, interviews, observation records, video data and exam results. After 16 weeks the author inspects the mathematics remedial teaching, finding the students to have the positive changes in their mathematics learning attitude. Otherwise, the author investigates the post-test of each unit of mathematics exercise are held the reveal of progressive change but in the school exam results of the students are more difficult to change positively. The author realizes the implementation of customized worksheets in the remedial teaching that can provide the chances to the students achieving more successful experiences. Finally, the students can enhance their learning effects and the author can achieve the objective of individualized teaching.