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Mrs.C. Mattuvarkuzhali, Mrs C. Mattuvarkuzhali. "Remedial Teaching in Mathematics through Multisensory Strategies." IOSR Journal of Mathematics 1, no. 5 (2012): 1–4. http://dx.doi.org/10.9790/5728-0150104.
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Puspita Sari, Linda, Nataria Wahyuning Subayani, and Afakhrul Masub Baktiar. "REMEDIAL AND ENRICHMENT MATHEMATICS IN ELEMENTARY SCHOOL." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 1, no. 2 (December 21, 2021): 90. http://dx.doi.org/10.30587/umgeshic.v1i2.3372.
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In learning activities, there are always students who have difficulty in achieving competency standards, basic competencies and mastery of predetermined learning materials. The number of students who do not score below the KKM, so remedial and enrichment activities are needed to add insight to students.
This study aims to determine the implementation of remedial teaching and enrichment in mathematics subjects at UPT SD Negeri 143 Gresik.The type of research used in this research is descriptive qualitative research. This research was carried out at the UPT SD Negeri 143 Gresik, Balongpanggang sub district, Gresik district. The subject of this research is all 4 grade students, totaling 14 children. Data collection techniques using observation techniques, interviews, and documentation. Data analysis techniques includes data reduction, data presentation and verification. The validity of the data was tested by technical triangulation and source triangulation.
The results obtained from this study indicate that in planning the teacher diagnoses learning difficulties in mathematics, students who experience difficulties through analysis of the value of mathematical evaluations and find out where the learning difficulties of students are by looking at the results of their work. The technique used on the teaching of remedial and enrichment during this pandemic, do on at learning hours are less than one hour at 8 a.m – 9 a.m in the IV class UPT SD Negeri 143 Gresik. The method used in the teaching of remedial is assignment method, question and answer, and individual teaching, while the method used in a enrichment is assignment method. The recommendation for students who are still experiencing difficulty of study is a given simple question.
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Lo, Ting-Ying. "THE INVESTIGATION OF CULTURE-INTEGRATED MATHEMATICS REMEDIAL MODULES ON INDIGENOUS STUDENTS’ LEARNING OUTCOME." PUPIL: International Journal of Teaching, Education and Learning 7, no. 2 (September 15, 2023): 180–95. http://dx.doi.org/10.20319/pijtel.2023.72.180195.
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The purpose of this study was to use activity theory to analyze the mathematics difficulties of indigenous low-achieving students, to develop culturally integrated mathematics remedial modules to solve this difficulty and test the student's learning outcomes. This research applied the case study method and invited twelve grade 4-5 Truku indigenous students as the participants. The research tools used for analysis included a teacher-student interview outline, an indigenous culture integration mathematics remedial teaching module, classroom videos, and reflection logs. The results showed that the difficulties of indigenous low-achieving students were among the tools, community, rule, and division of labor by activity theory analysis, which caused them to produce contradictory emotions towards mathematics. In the second stage, the study team developed an indigenous culture integrated into the mathematics remedial module to solve the difficulties. After teaching, 70% of the indigenous low-achieving students improved their math performance. The cultural dual-guidance teaching strategy expanded the indigenous students' ability to use multiple representations to solve problems, promoted confidence to present their solving method, and showed the ability to contribute to the group.
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Corn, Julianna. "TEACHING REMEDIAL MATHEMATICS TO LEARNING DISABLED COMMUNITY COLLEGE STUDENTS." Journal of Reading, Writing, and Learning Disabilities International 3, no. 1 (January 1987): 93–102. http://dx.doi.org/10.1080/0748763870030111.
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Kansky, Bob. "One Point of View: The Calculator-based Curriculum: Deceased or Just in “Suspended Automation”?" Arithmetic Teacher 34, no. 6 (February 1987): 4. http://dx.doi.org/10.5951/at.34.6.0004.
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In 1980, after fourteen years of hearing me complain about the burden of teaching large classes in remedial mathematics, my department head assigned me a teaching aide. I was pleased to find that the aide had several year of experience in mathematics classrooms at all levels and was reputed to be patient, reliable, a ready source of ideas, and willing to help students at any hour on any day. A formal evaluation of my aide's performance confirmed that students not only learned all the standard fare of that remedial mathematics class but also were able to solve problems not addressed in other sections of the the course. My aide was, in fact, a handheld (nonprogrammable) calculator.
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Mustamiin, M. Zainal. "Model Pemberian Remedial Teaching terhadap Hasil Belajar Matematika Siswa Kelas IV SDN 1 Mataram." AS-SABIQUN 5, no. 1 (January 1, 2023): 206–17. http://dx.doi.org/10.36088/assabiqun.v5i1.2729.
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Learning and instructional are one of the most important elements in supporting student output. In general, if the learning is effective, the results will also be better and vice versa. A student's learning difficulties at school are influenced by internal factors and external factors. The success of the process can be seen from the results of student learning. The purpose of this study was to determine the effectiveness of implementing remedial teaching in mathematics and to determine student completeness after remedial was carried out. The method used in this research is experimental research with the Pre-Experimental Designs approach. This research was conducted in class IV SDN 1 Mataram. The sample in this study was 20 grade IV students at SDN 1 Mataram. The instrument used was the test instrument. The final results of this study obtained t count > t table or 6.65 > 2.09, Ho was rejected and Ha was accepted, meaning that learning mathematics with Remedial Teaching is effective in improving student learning outcomes in mathematics class IV SDN 1 Mataram Academic Year 2022/2023
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Kaula Stephen. "The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject: A case of selected Ordinary Secondary Schools in Mbeya, Tanzania." Journal of Mathematics Instruction, Social Research and Opinion 2, no. 1 (March 1, 2023): 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.
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The study investigated the teaching methodology and the behavior of ordinary secondary school students in learning mathematics. This study sought to find behind the scenes why most students in ordinary secondary schools dislike mathematics, which leads to massive failures. To uncover this gap, the study applied a correlation research design. Systematic sampling technique of the interval 50th was used in which 100 respondents were selected; 20 respondents each from 5 selected secondary schools in Mbeya. Data were collected through a questionnaire. Data were analyzed descriptively and speculatively. The survey found that teaching materials/media were effectively implemented. Also, the findings indicate the non-adoption of informal behavior and non-reflection of mathematics teachings to the learner’s natural home environment. Thus, from these discrepancies, the study recommends that mathematics teachers be used to teaching simulation and visual aids/media. It is recommended that mathematics teachers use informal behavior such as courage words, remedial classes, and others for students adapted to mathematics-solving behavior. Lastly, it is suggested that mathematics teachings should be reflexive to students’ real-life environment.
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Bilan, Valentyna. "THE SYSTEM OF CORRECTIVE AND DEVELOPMENTAL EDUCATION OF MATHEMATICS FOR PRIMARY SCHOOL STUDENTS WITH INTELLECTUAL DEVELOPMENT DISABILITIES." Psychological and Pedagogical Problems of Modern School, no. 2(10) (October 31, 2023): 75–82. http://dx.doi.org/10.31499/2706-6258.2(10).2023.290573.
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The article discloses the problem of corrective and developmental mathematics education for primary school students with impaired intellectual development. It has been established that in the psychological and pedagogical literature there are quite a lot of studies devoted to the problem of failure of elementary school students. It was revealed that inclusive remedial and developmental education classes are one of the effective forms of differentiated education, which allows students with intellectual disabilities to learn the main school curriculum and creates favorable opportunities for their development. The current state of mathematics teaching methods in inclusive classes of remedial and developmental education is analyzed. It has been proven that special educational conditions must be created to learn mathematics. The methodical recommendations for conducting lessons and studying individual sections and topics are analyzed, the peculiarities of using methods and techniques are indicated. It was established that most of the recommendations are aimed only at children with mentalretardation, which are not always effective for all students in remedial and developmental classes.A system of corrective and developmental work in mathematics with students of elementary school of corrective and developmental education has been developed, which takes into account the state of knowledge, peculiarities of learning the material by students and strengthens the corrective and developmental potential of mathematics, which includes: changing the structure of the content of educational material (the presence of preparatory stages aimed at forming prerequisites for the successful learning of mathematics; a change in the sequence of learning due to the joint and simultaneous study of family sections and topics, as well as reciprocal actions); methods of consolidation of didactic units, presentation of information in a visual form, methods of comparison, generalization, induction, analogies; authorʼs complexes of corrective and developmental exercises on mathematical material, which allow solving educational, developmental and corrective tasks, which allows to increase the quality of knowledge and contributes to the improvement of studentsʼ cognitive activity. General recommendations for teaching mathematics in inclusive remedial and developmental classes for students with intellectual disabilities have been formulated. We see prospects for further research in the disclosure of teachersʼ readiness for activities aimed at primary school studentsʼ mastery of educational material in mathematics in inclusive classes of remedial and developmental education.
Keywords: inclusive classes; remedial and developmental education; mathematics; elementary school students; academic failure; cognitive processes; mental activity; intellectual development disorders.
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Birken, Marcia. "Teaching Students How to Study Mathematics: A Classroom Approach." Mathematics Teacher 79, no. 6 (September 1986): 410–13. http://dx.doi.org/10.5951/mt.79.6.0410.
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For a variety of reasons, students do not know how to study mathematics. In the college-level mathematics classes that I teach, even the A students rarely have a system for attacking large amounts of new material. When asked how they've studied mathematics, most students reply that they do all the assigned homework. The “doing” of the problem is viewed as sufficient for learning. This haphazard approach may lead to success or at least to passing the course in junior and senior high school, where the material is presented in manageable chunks. In college the pace of most courses, whether mainstream or remedial, is such that many students flounder without a method for synthesizing the material. Additionally, since the textbook is opened only to reach the homework problems, students are unlikely to consider a mathematics textbook as a resource. The topic of this article is teaching students, from junior high school through college, strategies for studying mathematics.
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Paulin, Musabyimana, and Faustin Mugiraneza. "Effects of Remedial Activities on Students’ Competences in Mathematics Subjects in Public Secondary Schools in Rwanda: A Case of Ngororero District." Cognizance Journal of Multidisciplinary Studies 3, no. 12 (December 30, 2023): 71–87. http://dx.doi.org/10.47760/cognizance.2023.v03i12.008.
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This study aimed to assess the impact of remedial activities on students' mathematics competences in public secondary schools in Ngororero District, Rwanda. This study aimed to assess the impact of remedial activities on students' mathematics competences in public secondary schools in Ngororero District, Rwanda. The research used both quantitative and qualitative approaches, with 117 respondents, including students, teachers, the dean of study, and head teachers. The study used purposive sampling and simple random sampling to select teachers and students. Data collection methods include questionnaires and interviews. Instruments used to collect data were questionnaires and interviews. Quantitative data was analyzed using statistical methods such as SPSS 2021 and Microsoft Excel. Therefore, tabulation with frequency tables, graphs, and percentages was adopted. The findings indicate that digital numeracy is the most commonly used remedial activity by teachers in Ngororero District, Rwanda. A majority of respondents agree that digital numeracy is used to develop competencies such as critical thinking. Additionally, the study identifies the level of students' competences required in mathematics in Ngororero District, Rwanda, which includes creativity, innovation, critical thinking, problem-solving, and cooperation and collaboration. The study also highlights the importance of cooperation and life skills in the teaching and learning process. Teachers use digital numeracy to provide learners with access to graphs, tables, and charts related to their mathematical course. Collaboration and life skills are also used to facilitate learners' discovery in the mathematics subject. The researcher recommends implementing remedial activities that are suitable for the learners, ensuring that the remedial activities are suitable for their needs.
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Maqsud, Muhammad, and Paravalappil J. Wilson. "Teaching of mathematics to middle school students: effects of a remedial approach." Educational Research 36, no. 1 (March 1994): 89–92. http://dx.doi.org/10.1080/0013188940360109.
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Shen, Yi Hsueh, Chen-Feng Wu, and Li-Hua Liu. "Using Junyi Academy to Explore the Difference in Learning Attitude of Remedial Instruction." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 16, no. 4 (June 12, 2017): 6254–59. http://dx.doi.org/10.24297/ijct.v16i4.6155.
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As the concept of digital learning becomes increasingly clear, so does the labor division of instruction. The teachers who specialize in teaching no longer have to spare efforts to focus on something beyond instruction, which has led to the invention of instruction platforms. This study aims to probe into the difference in learning attitude among the students of the remedial instruction based on Junyi Academy. In this study, Junyi Academy was integrated with the remedial instruction of mathematics. Featuring “replicableâ€, “customized†and “adaptiveâ€, this platform was employed to provide students with another learning method in the remedial instruction. The quasi-experiment method was adopted; the technology acceptance model (TAM) was taken as the theoretical foundation of the research structure; the behavioral scale which combined Junyi Academy with the remedial instruction of mathematics was used as the research tool; 26 freshmen of a junior college in Miaoli County were taken as the samples. Through the experimental instruction, this study discussed the students’ acceptance of the remedial instruction based on Junyi Academy. One of the research purposes is that students will be able to study online by linking their computers with Junyi Academy and will not be confined to the learning time and place designated by schools. Another research purpose is to demonstrate that Junyi Academy is feasible for the remedial instruction.
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Brouwer, Natasa, Lilia Ekimova, Magdalena Jasinska, Leendert van Gastel, and Eglė Virgailaitė-Mečkauskaitė. "Enhancing Mathematics by Online Assessments." Industry and Higher Education 23, no. 4 (August 2009): 277–83. http://dx.doi.org/10.5367/000000009789346095.
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There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of algebraic skills and not all incoming students are able to comply with that expectation. Consequently, more institutes are developing preparatory and remedial courses to refresh or remediate algebraic skills in first-year students, and IT tools are often used to enhance their learning experience. This paper focuses on the use of frequent online assessment powered by a mathematical engine, Maple TA. The authors analyse two redesigns of mathematics courses using Maple TA at the University of Amsterdam. These courses were taken by 650 students in the Faculties of Science and of Economics and Business. In general, the students' response was positive, although the economics students were more positive than the science students. Teachers were pleased with the redesigns and indicated that the use of online assessment tools for innovation in classroom teaching was straightforward.
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Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (May 1988): 385–87. http://dx.doi.org/10.5951/mt.81.5.0385.
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In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to implement, and it required a minimum of reorganization.
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Che, Chin Chun, Yuan Horng Lin, Jeng Ming Yih, and Yen Kuei Yu. "Integration of S-P Chart and OT for Cognition Diagnosis on Fundamental Mathematics." Advanced Materials Research 468-471 (February 2012): 1970–73. http://dx.doi.org/10.4028/www.scientific.net/amr.468-471.1970.
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The purpose of this study was to cooperate student-problem chart (S-P Chart) and ordering theory (OT) as an integrated method of cognition diagnosis. S-P chart was used to classify students into proper learning styles, In order to use OT to determine existing hierarchies among items with specifically learning style. Furthermore, an empirical data of capacity concepts testing for fundamental mathematics learning was analyzed based on the integrated method. The results showed that cognition diagnosis would be feasible for remedial teaching and design of teaching materials.
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Hendel, Russell Jay. "A Transdisciplinary Approach to Reading: In Mathematics, Remedial Reading, and Biblical Exegesis." Journal of Systemics, Cybernetics and Informatics 20, no. 4 (August 2022): 15–20. http://dx.doi.org/10.54808/jsci.20.04.15.
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This paper studies reading comprehension in three distinct disciplinary settings: Mathematics verbal problems, remedial reading, and biblical exegesis. This transdisciplinary approach enriches our understanding of reading, enabling focus on key methods of improving reading. The transdisciplinary approach also affords us new insights into addressing equity issues. The paper's approach is influenced by Meyer's seminal work on textual organizational structure as a key method to achieve reading comprehension. Consistent with this approach, the paper advocates using signal words or keywords, as well as listing and teaching organizational structures as a means to improving literacy in reading, mathematics, and biblical exegesis. The paper recommends that these techniques should be a primary method of approaching math and biblical fluency.
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Flores, Margaret M., Vanessa M. Hinton, and Jill M. Meyer. "Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence." Remedial and Special Education 41, no. 3 (September 15, 2018): 165–75. http://dx.doi.org/10.1177/0741932518795477.
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Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence of instruction has been shown to be an effective means of teaching conceptual understanding of fractional numbers. The purpose of this study was to compare the effects of CRA with remedial multitiered systems of support (MTSS) Tier 2 instruction for teaching fraction concepts. Thirty-one fifth-grade students participated in two different Tier 2 interventions; one group received typical Tier 2 instruction with their general education teachers and the other received CRA instruction with the researchers. The researchers measured student performance using a pretest and posttest and found significant differences in progress favoring the CRA group. Results and implications are discussed.
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Chin, Kin Eng, and Sai Hoe Fu. "EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY." Journal on Mathematics Education 12, no. 3 (October 21, 2021): 531–46. http://dx.doi.org/10.22342/jme.12.3.14473.531-546.
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This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
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Rini, D. E. P., and S. Prabawanto. "Mathematics remedial teaching under model of countenance stake for a senior high school in Bandung." Journal of Physics: Conference Series 1521 (April 2020): 032056. http://dx.doi.org/10.1088/1742-6596/1521/3/032056.
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Ara Ashraf, Tanzin. "Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies." International Journal of English Language Education 6, no. 1 (May 16, 2018): 133. http://dx.doi.org/10.5296/ijele.v6i1.13148.
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This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.
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Oco, Richard M., and Alice G. Comahig. "Synchronous, Asynchronous and Modular Distance Learning: Effects on Students’ Mathematics Performance." Asian Research Journal of Mathematics 19, no. 6 (April 11, 2023): 84–102. http://dx.doi.org/10.9734/arjom/2023/v19i6669.
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Aims: This study was conducted to determine the existence of significative differences between students’ performance in Mathematics participating in Synchronous Online Learning, Asynchronous Online Learning, and Modular Distance Learning on the students’ performance in mathematics School Year 2021-2022.
Study Design: Quasi-Experimental Design
Place and Duration of Study: The study was conducted at one of the public schools in the division of Misamis Oriental during the school year: 2021 - 2022.
Methodology: Respondents were that intact classes of students (n=90) fitted for synchronous wherein students attend online classes via online video conference and asynchronous learning via virtual classroom, emails, and messaging (experimental groups) and modular learning (controlled group) via self-learning modules. The researcher made pretest and posttest questionnaires that were used to measure the performance of the students were validated and tested by the schools’ statistician and validators for its adequacy in getting the data for the study.The pretest and posttest score of the students were evaluated as to its increase per student and by groupings. Moreover, Instructional Materials as well as set of topics used in the conduct of this study were that same. The data were analyzed using descriptive statistics like frequency, mean, percentage, standard deviation, and Analysis of Covariance (ANCOVA).
Results: Results showed that students have outstanding performance under synchronous online learning while very satisfactory for asynchronous online learning and modular distance learning. Furthermore, significant difference was also disclosed proving that the three (3) learning strategies were the reasons on students’ improved Mathematics performance. Finally, it was recommended that use of various learning strategies must be employed on teaching and learning process to help and better the performance of students.
Conclusion: It was concluded that Students performed better under Asynchronous Online Learning compared to the other two (2) learning strategies utilized in this study. Thus, teaching and learning process can be more effective and productive with the implementation of various teaching strategies specially in providing remedial activities to the learners. Students’ Mathematics Performance specifically at Synchronous Online Learning Strategy was described as outstanding level and interpreted as Very High Mathematics Performance. Moreover, students also achieved High Mathematics Performance on the other two (2) learning strategies. Thus, providing remedial activities can enhance students’ performance in mathematics. The data revealed a significant difference; thus, the null hypothesis was rejected. In addition, the improvement of students’ Mathematics Performance was brought about by the impact of the three learning strategies employed during the conduct of the study.
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Hussain, Sayed Yusoff Syed, Wee Hoe Tan, and Muhammad Zaffwan Idris. "Digital Game-Based Learning for Remedial Mathematics Students: A New Teaching and Learning Approach in Malaysia." International Journal of Multimedia and Ubiquitous Engineering 9, no. 11 (November 30, 2014): 325–38. http://dx.doi.org/10.14257/ijmue.2014.9.11.32.
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Kert, Millicent Narh. "Predictive Validity of Entry Level Mathematical on Mathematical Knowledge of Pre-service Teachers for Teaching Basic School mathematics in Ghana." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 2 (October 28, 2020): 17–26. http://dx.doi.org/10.21522/tijar.2014.07.02.art003.
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Introduction: Knowledge about teaching mathematics remains a contentious issue in the preparation of pre-service teachers in Ghana. This study explored relationships among entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) scores of pre-service teachers in colleges of education (CoEs) in Ghana. Methods: The cross-sectional survey design was adopted for this study. A total of 998 pre-service teachers from ten (10) public colleges of education were sampled via multi-stage sampling technique. Structured questionnaire and unstructured observation schedule were used for the survey. College mathematics test results were used as secondary data. The data were analysed using descriptive statistics (frequency count, percentage) and inferential statistics (Pearson’s correlation, paired-samples t-test and regression analysis) with the aid of Statistical Package for Social Sciences software version 22. Results: The majority of pre-service teachers in Ghanaian colleges of education had average but relatively weak grades in ELMCK. ELMCK did not significantly predict pre-service teachers’ MCK statistically (p ≥ 0.05) although a statistically significant positive correlation existed between the variables. Although a negative correlation existed between ELMCK and PMCK, ELMCK significantly predicted pre-service teachers’ PMCK statistically (p ≤ 0.05) but the effect size was statistically negligible. Conclusions: This study concluded that, CoEs in Ghana admit pre-service teachers with average but weak grades in ELMK. Therefore, Ghanaian CoEs should structure and introduce PMCK alongside MCK for pre-service teachers. Mathematics tutors in CoEs should organize remedial lessons for pre-service teachers to scale-up their MCK and PMCK that adequately equip them with MKT. Keywords: Entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK), mathematics pedagogical content knowledge (MPCK), mathematical knowledge for teaching (MKT), pre-service teachers.
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Bottge, Brian A., and Ted S. Hasselbring. "A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes." Exceptional Children 59, no. 6 (May 1993): 556–66. http://dx.doi.org/10.1177/001440299305900608.
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Two groups of adolescents with learning difficulties in mathematics were compared on their ability to generate solutions to a contextualized problem after being taught problem-solving skills under two conditions, one involving standard word problems, the other involving a contextualized problem on videodisc. All problems focused on adding and subtracting fractions in relation to money and linear measurement. Both groups of students improved their performance on solving word problems, but students in the contextualized problem group did significantly better on the contextualized problem posttest and were able to use their skills in two transfer tasks that followed instruction.
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Mandagdag, Jeffrey, Ryan Golez, and Baby Glenn Closa. "The Impact of Remedial Classes on the Performance of Grade 7 Learners in Mathematics Using the Project TAPPPIK." Educational Challenges 29, no. 1 (April 18, 2024): 99–112. http://dx.doi.org/10.34142/2709-7986.2024.29.1.07.
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Purpose. This research was designed to determine the impact of remedial classes on the performance of Grade 7 Learners in Mathematics using Project TAPPIK (the abbreviation in the national language – Tanging Aksyon sa Pagbasa, Pagsulat, at Pagbilang para Iangat ang Karunungan) in the Philippines. Methodology. This research employed mixed mode research methodology, which compromised qualitative and quantitative research methods. They were seventy-two Grade 7 Low-Numerate learner participants in the study. They were identified through results of NIT2L (Numeracy Intervention Tool for Laguna Learners) Pre-Test and Post-Test assessment tool by students currently enrolled for the school year 2022-2023. The research instrument consisted of three parts. Part I was to administer pre-test and post-test of the NIT2L assessment tool to the Grade 7 learners to identify the Low-Numerates. Parental consent was secured from the identified learners. Part II of the research instrument was the conduct of orientation to the learners and parents regarding the remedial classes on the numeracy program. Part III of the research instrument was conducted during the remedial classes, reviewing the teacher distributed and the teacher-made learning materials to assess the Grade 7 Low-Numerates understanding and comprehension of (1) four fundamental operations on whole numbers, fractions, decimals, and integers; (2) translating algebraic expressions into a mathematical sentence; (3) solving problems involving basic geometry and polygons. Results. Most of the 7th Grade learners were 12-13 years old. The changes in the attitude of 7th Grade low level (Low-Numerate) learners toward learning Mathematics during their remedial classes showed that the learners’ attitude is: the (a) enjoyment, it seemed that the respondents for the offered statements had verbal interpretations as “ALWAYS” answer or 4.58 mean in enjoying solving Math problems whenever they saw them, (b) the fear, anxiety, and distress revealed that “ABOUT HALF OF THE TIME” answer with an area was 3.023; “MOST OF THE TIME” answer – they thought Math was confusing. The use of Mathematics in everyday life they “ALWAYS” believed that the knowledge they got in Math class would be useful in life with a mean of 4.30. The perceived Mathematics achievement, they “ALWAYS” saw themselves as a successful student in Math had a mean of 4.22. Conclusions. The interventions/teaching strategies that gave impact the Grade 7 Low-Numerate learners in improving their numeracy performance significantly improved their scores.
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Santhanam, Nehru Erode, Ritu Shrivastava, and George Toworfe. "Students’ attitude towards Undergraduate Foundation Mathematics Remediation in a HE institution in a Gulf Country." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 10 (February 20, 2019): 3359–67. http://dx.doi.org/10.24297/ijrem.v10i0.7761.
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This study outline causes why Foundation Mathematics students are reluctant to access support and remedial structures that are put in place to enable them to achieve their academic goals. The study was conducted using a survey method which included administering a structured questionnaire and one-to-one focused group discussions with students. The study aims to discuss the common tendency of students towards mathematics remediation programmes. This study centred on students’ perceptions regarding the teaching & Learning of Mathematics, specifically, however, the educational surroundings impacts their perceptions as students of Mathematics in terms of confidence, anxiety, enjoyment, motivation, and therefore the connection of Mathematics in personal and skilled Experiences. Data obtained from this study indicated that factors contributing to poor performance include lack of motivation, poor attitude of students towards Mathematics courses and retrogressive practices. It is envisaged that rising on these factors and sensitization of students to discard practices that proscribe learner’s effective participation in finding out the topic may improve their performance in mathematics. It is likely that improved mathematics performance will give learners opportunities to pursue mathematics-related HE degree programmes at higher institutions of learning.
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Olivier, Dukuzimana, and Mugiraneza Faustin (PhD). "REMEDIAL PRACTICES AND STUDENTS COMPETENCES IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN RWANDA A CASE OF GICUMBI DISTRICT." International Journal of Advanced Research 12, no. 07 (July 31, 2024): 101–8. http://dx.doi.org/10.21474/ijar01/19028.
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Background: Mathematics plays a crucial role in both vocational success (Jetter, 2017) and everyday life (Umameh, 2011), yet many students face challenges in mastering it. Globally, educational equity remains a priority, with persistent disparities in math education, especially among low-SES students (UNESCO, OECD). Tanzania and Rwanda are actively addressing these challenges to enhance educational outcomes. Materials and Methods: This descriptive survey study involved 171 participants from 32 secondary schools in Gicumbi District: 105 mathematics instructors, 50 subject leaders, 35 head teachers, and 110 students. Data collection employed random sampling, with Slovenes method used to select the study sample. SPSS version 21.0 facilitated analysis, encompassing descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (correlation, regression coefficients). Results and Discussions: Findings revealed strong consensus among respondents on the efficacy of modifying instructional methods (80.0%), using personalized learning materials (63.1%), integrating visual and auditory resources (60.0%), and creating tailored exercises (68.0%) to improve math competencies. Key indicators such as problem-solving (64.3%), method application (96.6%), reasoning (92.3%), and mathematical representation (92.3%) demonstrated significant improvements. Enhanced physical facilities also correlated positively with student outcomes, underscoring the role of supportive environments in fostering mathematical competence. Conclusion: The study emphasizes the effectiveness of adapting teaching methods and environments to enhance students math skills. Customized approaches, including personalized materials and multimedia integration, proved instrumental in improving competencies like problem-solving and reasoning. Statistical analyses consistently supported these findings, highlighting the importance of personalized and diversified teaching strategies in enhancing math education in Gicumbi, Rwanda.
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Abuzaid, Hana' Shihdah Mosleh. "The challenges facing mathematics teachers in Sahab Governorate schools after the COVID-19 pandemic and the plans to address them." Arab Journal for Quality Assurance in Higher Education 16, no. 56 (January 25, 2024): 24–46. http://dx.doi.org/10.20428/ajqahe.v16i56.2209.
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The study aimed to investigate the challenges facing mathematics teachers as a result of educational waste after the COVID-19 pandemic and the remedial plans for it by enhancing cognitive achievement from the perspective of teachers in schools affiliated with the education of Sahab Governorate. The descriptive analytical approach was adopted, and a questionnaire tool was developed to obtain data from the study sample, consisting of (200) mathematics teachers from Sahab Governorate. The study results showed that the difficulties faced by mathematics teachers due to educational waste after the COVID-19 pandemic were high, with an average of (4.56). One of the most important methods, according to teachers, to address these difficulties was diversifying the teaching methods suitable for students, such as boards, models, and others. As a result, the study recommended several recommendations, the most important of which was expanding the scope of future studies and understanding the effects of educational waste after the COVID-19 pandemic in other contexts.
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Alisnaini, Ahmad Farhan, Chquita Azura Pribadi, Dwi Rahmat Khoironi, M. Ibrohim, Marsya Deva Azilla, and Nurul Hikmah. "Kesulitan Belajar Siswa dan Penanganannya pada Pembelajaran Matematika SD." ALSYS 3, no. 1 (January 1, 2023): 10–20. http://dx.doi.org/10.58578/alsys.v3i1.743.
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One of the subjects that most students experience problems and find it difficult to understand the concepts is mathematics. The task of a teacher is not only to transfer knowledge or convey learning knowledge to students in the classroom. Meanwhile, most of the students explained that subjects related to calculations were subjects that were difficult to understand. The aim is to find out strategies for dealing with learning difficulties in mathematics at the elementary school level. The writing of this article uses a qualitative type. The results of this study are that learning difficulties in mathematics can be caused by internal factors, including study habits, students' attitudes and motivation, students' interest in learning, and sensory abilities. While the description of external factors, including learning facilities, the relationship between students and teachers, and teaching methods used by educators. The conclusion is the way of handling students' mathematics learning difficulties at the elementary school level, including blended learning is used, self-resilience curriculum is implemented by well, using IT is optimized in the learning process, additional learning-based mathematics remedial is given to students, and students' learning difficulties in mathematics are diagnosed as early as possible.
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Awoniyi, Florence C., and Jonathan A. Fletcher. "Senior high school mathematics teachers’ use of school-based assessment guidelines and test scores in the Cape Coast Metropolis of Ghana." Journal of Educational Development and Practice 4, no. 1 (December 1, 2013): 19–40. http://dx.doi.org/10.47963/jedp.v4i.958.
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This paper reports on a study conducted to explore senior high school mathematics teachers’ use of School-Based Assessment (SBA) guidelines and test scores in the Cape Coast Metropolis in Ghana. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and descriptive statistics was used to analyse the data.*- Findings revealed that mathematics teachers in senior high schools in the Cape Coast Metropolis do not follow the School-Based Assessment guidelines on principles of testing in the construction of teacher-made or classroom tests. Very few respondents reported that students’ test scores were used to identify strengths and weaknesses and for remedial teaching. The majority of the respondents still practise the old continuous assessment in which students’ assessment scores were used mainly for promotion/selection, awarding of prizes/ranking, record keeping, providing feedback to parents, generating score for the West African Examinations Council (WAEC), and preparing students for examination. This is because they do not understand the SBA guidelines. Based on the above findings, it was recommended that the Ghana Education Service should facilitate regular in-service training in testing practices for senior high school mathematics teachers in the Metropolis.
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Rizzo, Ottavio G. "Making Good of a Pandemic: A Long-Distance Remedial Summer Course in Calculus." Education Sciences 11, no. 7 (June 30, 2021): 327. http://dx.doi.org/10.3390/educsci11070327.
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What do you do when a change in enrollment policies leaves you with more than 600 students in a first-term university calculus class, three-quarters of those students had a failing mark in mathematics in the pre-enrollment test, you planned a series of remedial activities for the second term, and the COVID-19 pandemic shuts the university down with a two-day notice? The pandemic hit instruction with might, forcing schools and universities that were timidly experimenting with digital tools to reinvent themselves in days. The pandemic also offered incentives for creative solutions that, in normal times, would have been considered fit for submission to the committee for recursive committee submissions at best. This paper narrates a teaching experience of how we proposed and managed an at-distance remedial course in August that not only catered to more than twice the number of students expected by our best forecasts, but was a very good success once its effectiveness was compared to the outcomes predicted by the pre-enrollment test scores. We expose the design of the course and link its measured effectiveness with both its design and student engagement; in particular, we show that a different approach to the examination of cognitive load and to fostering student–teacher and student–student communication thanks to digital mediation could be effective in countermanding the math-induced drop-out phenomenon in STEM.
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Amoako Atta, Seth, and William Agyei Brantuo. "Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach." American Journal of Education and Practice 5, no. 3 (December 13, 2021): 29–37. http://dx.doi.org/10.47672/ajep.869.
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Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements.
Purpose: The motive of this study was to enhance students’ conceptual understanding in circle theorems using the flipped classroom approach.
Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning.
Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students’ performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students’ performance.
Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.
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Martinez Ortiz, Araceli, and Vederaman Sriraman. "Exploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study- A Three-Part Organizational Self-Study." American Journal of Engineering Education (AJEE) 6, no. 1 (June 1, 2015): 43–60. http://dx.doi.org/10.19030/ajee.v6i1.9251.
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An institutional self-study at a Hispanic Serving Institution (HSI) explored factors thought to impact students’ decisions to persist in science, technology, engineering and mathematics (STEM) fields of study. This self-study is presented as a model first step for Institutions of Higher Education interested in launching efforts to improve STEM education and STEM student success and persistence. A methodology combining qualitative and quantitative analysis approaches was used to examine different aspects of the overarching research question, “Why do undergraduate students leave college STEM fields of study?” A quantitative review of institutional data was used to identify four particular gaps in student persistence and success in STEM fields of study at Texas State University. An online survey and a focus group guide were developed based on existing but more broadly focused instruments and used to collect faculty insights regarding faculty and student experiences and possible reasons for student attrition in STEM. A review of retention theories was undertaken to better inform the process of generating remedies to the STEM persistence issue. Data were collected and analyzed separately for each component to produce two sets of findings. Findings indicated that there were retention issues in regard to STEM majors in general and underrepresented student groups in particular. Underrepresented students do not pursue STEM degrees percentage wise in comparison to other degrees. The self-study and retention theories suggest the following remedial measures: supporting faculty to transform their teaching, providing supplemental instruction in math and science and including discipline specific introductory courses and early internship experiences.
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Wenceslao, Perante. "Mathematical Readiness of Freshmen Engineering Students (K-12 2020 Graduates) in Eastern Visayas in the Philippines." Asian Journal of University Education 18, no. 1 (February 14, 2022): 191. http://dx.doi.org/10.24191/ajue.v18i1.17187.
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Abstract: This study assessed the mathematical and analytical readiness of the incoming first-year college engineering students (K-12 2020 graduates) in Eastern Visayas in the Philippines. First-year engineering students (n=177) participated in the College Math Readiness Test (CMRT), a questionnaire on mathematics subjects that covered Precalculus, Analytical Geometry, Series and Mathematical Induction, Trigonometry, and Basic Calculus: Limits and Continuity, Derivatives, and Integration. The findings indicate that 43% of the respondents were mathematically-college-ready (MCR) and 57% were not-mathematically-college-ready (NMCR). Regarding the NMCR, 39% fared fairly and 18% fared poorly in the CMRT. This suggests that remedial support for mathematics for this group may be required for them to be college-ready for an engineering course. The respondents had the lowest correct mean score for the Integration subjects: Evaluating Differential Equations (15%), Evaluating Definite Integrals (16%), and Solving Area Between Curves (19%). The results of the ranking of the Senior High Schools (SHS) showed that 13 SHS with at least 2 takers and 24 SHS with single takers need to improve their quality of teaching to enhance the mathematical competence of their graduates. The findings of this study were used to identify remediation areas and recommendations to improve the students' college mathematical and analytical readiness.
Keywords: K-12, college-math-readiness, engineering students, Philippines
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翁鈺婷, 翁鈺婷, and 詹惠雪 詹惠雪. "桌上遊戲融入在國小二年級「加減法」學習扶助教學之行動研究." 師資培育與教師專業發展期刊 16, no. 2 (August 2023): 028–58. http://dx.doi.org/10.53106/207136492023081602002.
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<p>本研究探討桌遊融入數學「加減法」單元學習扶助教學之實施歷程及學習成效，以國小二年級五位學生為研究對象，採行動研究法，設計「二位數的加減法」、「加減應用」、「加減兩步驟」三個單元課程，分別運用「撲克99」、「你加我減」、「數大為王」三款桌上遊戲，於109年11月至109年12月進行兩循環教學。透過課堂觀察、訪談、學習單、前後測試卷、省思札記等資料，進行綜合分析。本研究主要發現如下：一、依數學概念選擇適合的桌遊可協助學習扶助學生提升能力。二、需適度調整桌遊的難度及遊戲規則，讓學生維持學習的興趣。三、桌遊有助於學習扶助學生加減法數學概念的建立，並能提升基本運算能力。</p> <p> </p><p>This study explored the effectiveness of incorporating board games into the teaching of “Addition and Subtraction” unit in second-grade remedial mathematics instruction. Employing the action research method, five second-grade students were selected as the participants, and three unit courses were designed: “Addition and Subtraction of Two-Digit Numbers”, “Application of Addition and Subtraction”, and “Two Steps of Addition and Subtraction”. The teaching was conducted over two cycles from November 2019 to December 2019, using the board games “Poker 99”, “You Add and I Subtract”, and “The Biggest Number is the King” as instructional aids. Data were collected from classroom observations, interviews, worksheets, pre- and post-test papers, and reflection notes. The analysis results indicate that 1. hoosing an appropriate board game based on mathematical concepts enhances students’ mathematics abilities; 2. adjusting the difficulty and rules of board games helps maintaining students’ motivation in learning; 3. board games facilitate the establishment of mathematical concepts of addition and subtraction, and improve basic computation skills.</p> <p> </p>
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Megasari, Hallay. "USE OF EXPERIMENTAL METHODS WITH BUILDING SPACE MEDIA TO IMPROVE THE UNDERSTANDING OF THE CONCEPT OF BUILDING SPACE SURFACE AREA." Journal Of Educational Experts (JEE) 6, no. 1 (January 17, 2023): 7. http://dx.doi.org/10.30740/jee.v6i1.177.
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Utilization of Media building models to Improve Mathematics learning outcomes in Ggrade VI elementary schools. This study describes the extent to which the use of geometrical media can improve students' mathematics learning outcomes in the basic competence "Calculating the surface area of geometric shapes" for Grade VI students of SD Negeri Blederan. The form of this research is Classroom Action Research (CAR) through geometric media with experimental methods. The number of students in class IV-B of SD Negeri Blederan is 15 students (11 male students and 4 female students). The source of the data from this study came from teaching and learning events in Mathematics with the basic competency "Calculating the surface area of a geometric shape" in the classroom, teachers and documents in the form of a list of Grade VI students' grades for the 2021/2022 academic year. Data collection techniques were carried out through observation, testing and assignment of questions. Research procedures include problem identification, problem analysis, preparation of action plans, implementation of observational actions and preparation of reports. The research process was carried out in 2 cycles, each cycle was carried out in 2 meetings which included action, action planning, action implementation, observation, analysis and reflection. Based on data on students' test scores, there has been an increase in the average score starting from before the remedial action of learning (pre-cycle), Cycle I and Cycle II. The average score before the learning corrective action was implemented was 59.3, after the learning corrective action in Cycle I the average value became 71.3 and 86.7 in Cycle II with KKM 70. This means that learning by experimental method and utilizing building media models in mathematics provides great benefits to the learning outcomes of class VI.
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Elamir Khater, Amira, and Nanees Salah Lotfy Aboelela. "A Remedial Training Program Based on CLIL to Develop Some Math Content Components and English Language Competences for Mathematics Future-Teachers and their teaching Performance." مجلة دراسات فی المناهج وطرق التدریس 254, no. 254 (September 1, 2022): 1–29. http://dx.doi.org/10.21608/mjat.2022.261332.
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Unaenah, Een, Eni Nuraeni, and Shifa Nur Asmoro. "Analisis Kesulitan Belajar Matematika pada Materi Jarak, Waktu, dan Kecepatan di Kelas 5 SD." ANWARUL 3, no. 6 (August 3, 2023): 1055–70. http://dx.doi.org/10.58578/anwarul.v3i6.1596.
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This study attempts to discover whether primary school students who are learning mathematics can solve issues involving distance, time, and speed and comprehend the solution, also whether there are any difficulties they encounter. Quantitative Descriptive research is this kind of study. This study aims to test students' knowledge of speed, distance, and time. It also conducts an interview with the instructor. Analyzing, interviews, tests, and documentation are among the ways used to acquire data. As for the descriptive methodology used in this study. The results of the student workmanship test were used to gather information about the challenges students encountered when solving math problems involving distance, time, and speed. The test's difficulty was a sign of students' lack of comprehension of the concepts of distance, time, and speed. Regarding the requirements for teacher interviews. The goal of interviewing teachers is to understand more about mathematics learning activities including distance, time, and speed as well as common errors made by pupils while attempting to solve problems using these concepts. According to the study's findings, arithmetic proficiency in the areas of time, distance, and speed in grade 5 SD is 80.06% in average, placing it in the "Very High" category. This problem arises dute to the basic mathematical abilities in the areas of distance, time, and speed have not yet been attained. Factors that lead to mistakes when working on test questions, internal factors, and external variables are some of the elements that make it difficult to master mathematics in the subject of distance, time, and speed. The requirement for specialised instruction as enrichment and healing (remedial), employing inventive and creative teaching methods, and developing conditioning (reinforcement, rewards, encouragement), exercises, are all recommendations for resolving the issue of learning challenges in distance, time, and speed.
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McClain, Anita, and Teresa North. "Effect of Technology Integration on Middle School Math Proficiency: A Multiple Linear Regression Study." International Journal of Education in Mathematics, Science and Technology 9, no. 4 (October 2, 2021): 557–70. http://dx.doi.org/10.46328/ijemst.1456.
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Mandates to improve curriculum and instruction and incorporate technology in teaching U.S. K-12 students have failed to improve math proficiency as measured by standardized assessments. Still, 40–60% need remedial coursework in college. Past efforts have focused on incorporating specific technologies. The SAMR approach redirects the effort to focus on how technology is used, aligning with Bloom’s taxonomy. Hierarchical multiple linear regression analysis was used to quantify the contribution of Substitution, Augmentation, Modification, and Redefinition to MAP Growth in math for 644 students taught by eight teachers across 36 class sections at a single Indiana middle school. A wide range in teacher use of technology corresponded to significant (p .05) differences in MAP Growth. Hierarchical multiple linear regression revealed that incorporation of SAMR elements above Substitution explained a small, 2.0%, yet significant (p = .001) part of variation in MAP Growth. At least Most Weeks use of Augmentation added 1.06 points (p = .008), Modification an additional 2.12 points (p = .002), and Redefinition an additional 1.19 points (p = .003) for a combined significant net 4.37-point increase. With all teachers from the same school and only some using technology at high learning levels, the findings led to a recommendation for investment in professional development training rather than focusing on adding specific technology tools.
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Kurniati, Nani, Baidowi Baidowi, and Nurul Hikmah. "PERSEPSI MAHASISWA PENDIDIKAN MATEMATIKA TERHADAP KINERJA DOSEN DALAM PROSES PERKULIAHAN." JURNAL PIJAR MIPA 13, no. 1 (March 31, 2018): 32. http://dx.doi.org/10.29303/jpm.v13i1.471.
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Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa pendidikan matematika terhadap kinerja dosen dalam proses perkuliahan dan untuk mengetahui hal-hal yang perlu diperbaiki maupun dikembangkan dalam proses perkuliahan berdasarkan persepsi mahasiswa terhadap kinerja dosen dalam proses perkuliahan tahun akademik 2015/2016. Untuk mencapai tujuan tersebut peneltian ini dilakukan dengan metode penelitian deskriptif, untuk pengambilan data dilakukan melalui penyebaran angket, dengan populasi mahasiswa pendidikan matematika yang aktif pada tahun akademik 2015/2016. Instrumen yang digunakan dalam penelitian ini adalah sebuah angket tertutup, dimana responden tinggal memilih jawaban yang sudah tersedia. Hasil penelitian menunjukkan bahwa persepsi mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Mataram terhadap kinerja dosen berkategori baik dengan prosentase skor 69,50 %. Artinya lebih dari 50 % dan kurang dari atau sama dengan 75 % dari jumlah dosen yang aktif di Program Studi Pendidikan Matematika FKIP Unram sudah melaksanakan proses perkuliahan dengan baik. Berdasarkan hasil prosentase skor untuk setiap indikator kinerja menurut persepsi mahasiswa ada beberapa hal yang harus dipertahankan dan dikembangkan oleh dosen yaitu 1). Memberikan apersepsi diawal perkuliahan yaitu dosen menjelaskan kaitan materi sebelumnya dengan materi yang akan dipelajari. 2). Dosen menggunakan metode mengajar yang bervariasi dalam pekuliahan. 3). Dosen memberi kesempatan kepada mahasiswa untuk bertanya mengenai materi yang belum dipahami. 4). Dosen memberikan tugas yang sesuai dengan materi yang telah diajarkan. 5). Dosen memberikan tambahan nilai bagi mahasiswa atau kelompok yang mampu menyelesaikan tugas dengan baik. 6). Dosen menyusun soal ujian sesuai dengan materi yang telah diajarkan. 7). Dosen menhargai pendapat atau jawaban mahasiswa meskipun dipandang kurang tepat. 8). Dosen bersikap obyektif dalam penilaian, dan 9). Dosen dapat dijadikan contoh baik sikap maupun prilaku. Namun ada juga beberapa hal yang harus diperbaiki yaitu masih banyak dosen yang tidak membagikan hasil ujian kepada mahasiswa, dosen tidak membahas soal ujian, dan dosen tidak mengadakan remedial untuk mahasiswa yang belum tuntas.This study aims to determine the perception of mathematics education students on the performance of lecturers, and to evaluate aspects that need to be improved and developed in the lecture process based on student perceptions of lecturer's performance in the academic year 2015/2016. This research is conducted by descriptive research method. Data was collected by questionnaires toward the population of active mathematics students. Closed questionnaire was applied as instrument whereas respondents just choose the answers that are already available. The results show that the perception of students of mathematics education FKIP Mataram University on the performance of their lecturers is categorized “good” with the percentage score of 69.5 %. This means that more than 50 % and less than or equal to 75 % of the number of active lecturers in the mathematics education FKIP Mataram University has done the lecture well. The percentage score result indicates that for each performance indicator according to student perception there are some aspects that must be maintained and developed by lecturer: 1). Giving apperception at the beginning of lecture, whereas lecturer explain relation of previous topic with topic to be studied. 2). Lecturers use teaching methods that varied in lecturer. 3). Lecturers give students the opportunity to ask questions. 4). Lecturers provide tasks in accordance with the topics that has been taught. 5). Lecturers provide appreciation for students or groups who are able to complete the task well. 6). Lecturers compile test questions in accordance with the topics that have been taught. 7). Lecturers appreciate the opinions or answers of the students, although considered inappropriate. 8). Objective in the assessment, and 9). Lecturers acts as role model for both attitude and behavior. However, there are also some things that must be fixed: many lecturers do not share the exam results to students, lecturers do not discuss the exam, and lecturers do not hold remedial for students who have not completed.
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Xu, Ge. "A Brief Analysis of the Training Countermeasures of Mathematical Number Sense in Primary School." Education Reform and Development 3, no. 2 (January 24, 2022): 57–60. http://dx.doi.org/10.26689/erd.v3i2.3594.
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The development of mathematical thinking has steadily become the attention of primary school mathematics teachers as the basic literacy of primary school mathematics. To promote teaching development and further deepen teaching reform, primary school mathematics teachers must change their educational concept, pay attention to the cultivation of students’ mathematical thinking in the teaching process, and create an effective teaching classroom with the help of new teaching methods and rich teaching contents. This research examines how primary school mathematics teachers cultivate kids’ understanding of numbers and proposes appropriate remedies, with the goal of serving as a model for teachers’ teaching improvement.
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Zakrepina, Alla V., Tatyana Yu Butusova, Elena A. Kinash, and Alyona I. Kamelkova. "Analysis of Learning Activities Dynamics among First-Graders with Intellectual Disabilities." Integration of Education 26, no. 2 (June 30, 2022): 266–96. http://dx.doi.org/10.15507/1991-9468.107.026.202202.266-296.
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Introduction. The article is devoted to the issue of learning activity of first-graders with intellectual disabilities, the relevance of which is dictated by the search for factors of effectiveness of the educational process. In the theory and practice of remedial education of learners of the studied category much attention is paid to their learning skills in the learning process, but for the first time the most significant in the dynamics of the ratio of opportunities and achievements in mastering the content of the adapted educational program is considered. The purpose of the study is to analyze the learning opportunities and the results of the performance of academic tasks in the subject areas of adapted programs by first graders with intellectual disabilities. Materials and Methods. The sample included 95 first-graders with intellectual disabilities. The following methods were used to process research results: standardized observation to explore learning opportunities and learning outcomes; pedagogical testing to study the results of the implementation of educational tasks in accordance with the subject areas of the adapted training programs (Russian, mathematics, etc.); Wilcoxon T-test, Spearman correlation analysis, principal component factor analysis followed by varimax-normalized matrix rotation, Statistica version 10. Results. We identified statistically significant variance in the structure of correlations between learning opportunities and the results of completing educational tasks in the subject areas of adapted programs at the current and intermediate cut in subjects studying for options 1 and 2 of ABEP. We have noted the variability of the factor structure of learning opportunities and the results of the implementation of educational tasks in the subject areas of ABEP at the current and intermediate cut in both groups. We found obvious advantages of practice-oriented skills in assignments in subjects such as visual activity, music, manual labor, etc. and the ways of their implementation (by joint actions, by showing and imitating) over verbal assignments (in subjects – Russian language, mathematics, reading, etc.) and methods of their implementation (orally, according to verbal instructions), which allows us to consider the importance of the practice-oriented skills in teaching first-graders with intellectual disabilities. Discussion and Conclusion. The results of empirical research make a significant contribution to special pedagogy, to its methodological resource, as they expand not only the understanding of the possibilities and results of learning of modern learners with intellectual disabilities, but specify the determinants of the dynamics of their learning activities.
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Shahrill, Masitah, Farida Nurhasanah, Sahar Abbas Ibrahim, Rully Charitas Indra Prahmana, Daniel Asamoah, Haryani Mohammad, and Ai Len Gan. "Exploring students’ perceptions of private mathematics tutoring in three countries." Infinity Journal 12, no. 2 (September 11, 2023): 339–58. http://dx.doi.org/10.22460/infinity.v12i2.p339-358.
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This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.
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Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.
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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.
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Badmus, Olalekan Taofeek, Thuthukile Jita, and Loyiso C. Jita. "Exploring Undergraduates’ Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability." European Journal of STEM Education 9, no. 1 (June 18, 2024): 10. http://dx.doi.org/10.20897/ejsteme/14741.
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Growing human capacities in STEM remain the most practicable way to solving present and future challenges. Improved test score, opportunities to learn, resources and facilities have been recommended in the literature to build capacity and improve achievement for effective and qualitative delivery in STEM classrooms. We focus on the two primary stakeholders in teaching and learning in the university who are students and lecturers. This manuscript explores the causes of underachievement among undergraduates in STEM fields by employing a mixed methods for data collection and analysis among 150 undergraduates and 45 lecturers from six public universities using purposive and quota sampling. Three main research questions were raised on student, lecturer and institution base factors along with perceived hindrances to STEM learning and teaching. Three instruments; Students Factors for Underachievement (SFUA), Lecturers Factor for Underachievement (LFUA) and Lecturers Perceived Factors for Underachievement (LPFU) were employed for data collection through survey and interview. Among other findings, poor prior knowledge among learners, non-utilisation of instructional resources, inaccessibility to library and laboratory and it resources were principal hindrances of undergraduates, lecturers and institution-base factors. The study concluded that efforts and better commitment is required from stakeholders to alleviate the present inadequacies and recommend interventions to remediate areas of need.
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Pentang, Jupeth, Lovely Joyce Azucena, Precious Joy Gacayan, Mary Angela Tabat, and Katherine Cuanan. "GEOGEBRA INTERVENTION: HOW HAVE STUDENTS’ PERFORMANCE AND CONFIDENCE IN ALGEBRA ADVANCED?" Studies In Technology and Education 1, no. 1 (November 20, 2022): 51–61. http://dx.doi.org/10.55687/ste.v1i1.17.
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The study’s goal was to provide an educational intervention in Algebra through GeoGebra that would boost students’ confidence, improve their learning, and correct their most minor mastered skills, allowing them to improve their Algebra performance. The research design was quasi-experimental, with 40 nonrandomly chosen participants comprising the GeoGebra and control groups. Mean and standard deviation was employed to describe the algebra performance and confidence of the respondents, while independent and dependent t-tests to determine the students’ significant difference in algebra performance and confidence in the pre-and post-test between the control and GeoGebra groups. GeoGebra effectively improved algebra confidence, enhanced learning, and remedied the students’ least mastered skills. GeoGebra is recommended as an instructional material in teaching and learning Algebra and can be extended to other mathematics content areas.
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Gamage, Kelum A. A., Sakunthala Yatigammana Ekanayake, and Shyama C. P. Dehideniya. "Embedding Sustainability in Learning and Teaching: Lessons Learned and Moving Forward—Approaches in STEM Higher Education Programmes." Education Sciences 12, no. 3 (March 19, 2022): 225. http://dx.doi.org/10.3390/educsci12030225.
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Embedding sustainability into pedagogical approaches is a key priority in higher education. Equipping students with knowledge, understanding, and skills, and developing the next generation of innovators and leaders, can potentially provide the change needed and create a real impact in the journey to a sustainable future. Advancement in Science, Technology, Engineering, and Mathematics (STEM), and corresponding industries can be seen as vital for the success of meeting a majority of the sustainable development goals, and hence the approaches taken to embed sustainability in learning and teaching in STEM higher education programmes can be considered significant in many ways. This paper is based on published literature over the last two decades and a semi-structured interview with 12 university academics from a developing country. Hence, the paper reviews approaches taken to embed sustainability in learning, teaching and assessments in STEM programmes. It also aims to investigate the actions taken by universities to integrate sustainability in STEM education and the remedies taken to minimise the impact of the pandemic on the effectiveness of the learning pedagogies used to integrate sustainability concepts.
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Wang, Bor-Tyng. "Establishing Effective Remedial Instruction Grouping Using the Rough Set Theory and Grey Structural Modeling." Axioms 10, no. 4 (November 11, 2021): 299. http://dx.doi.org/10.3390/axioms10040299.
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In the field of education, the assessment of a student’s learning performance is based on his final course scores. Few people care about what is behind the numbers. Most of the time, the final scores represent the end of the course because students have already passed the subject. Low-level students especially, still have a lot of misconceptions, but they do not know how to make up for their poor grasp of the subject in preparation for future study. Instead of just giving students their scores, teachers are encouraged to provide remedial instruction to students for their future learning. This study aims to establish an effective method using rough set theory and grey structural modeling to determine which attributes affect students’ final scores and to cluster students accordingly. A rough set algorithm generates a set of attributes for an assessment list. Grey structural modeling (GSM) is then used to cluster students who have the same weaknesses in English. GSM changes from one dimension to two dimensions, and calculates the relative distance, so that cluster analysis can be performed. Targeted remedial instruction can then be given to each similar ability student grouping. The results revealed that through integrating the two theories, teachers could more effectively sort students into groups. Students benefit by coming to understand their weaknesses in English instead of just receiving a single score at the end of the semester, and they can learn with their peers as well. Teachers can adjust their teaching strategies and syllabus design based on the analytical results to target the students’ needs.
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Rohimah, Siti Maryam, Darta Darta, and Reva Intelliana Anggraeni. "Analisis Learning Obstacles pada Materi Pecahan Siswa Kelas IV Sekolah Dasar." Symmetry: Pasundan Journal of Research in Mathematics Learning and Education 7, no. 2 (December 31, 2022): 171–80. http://dx.doi.org/10.23969/symmetry.v7i2.6386.
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This study aims to analyze the existence of learning obstacles that occur in students, especially in class IV fraction materials and efforts to overcome these learning obstacles. This research uses descriptive qualitative research method. The sample in this study was 17 grade IV students at SDN Kopo 04 for the academic year 2021/2022 with purposive sampling using a sampling technique. The source of data in this study is the primary data source and for data collection the researchers used test and interview instruments. Data analysis was carried out descriptively by reducing data, presenting data, and drawing conclusions. Based on the results of research and discussion, it was found that a learning obstacle in the ontogenic obstacle category was that students did not understand how to operate addition and subtraction on fractions. Students also experience epistemological obstacles if they are faced with a different problem context from the one exemplified by the teacher in the book and misunderstand the meaning of the question. In addition, there were didactical obstacles where students were not able to place the numerator and denominator, students also did not know the definition of fractions and the concept of fractions as part of a whole and fractions as part of a group, because it was caused by inappropriate teacher teaching. It was also found that efforts to overcome learning obstacles were found such as holding remedials, enrichment, using the RME (Realistic Mathematics Education) learning model, often doing practice questions, and being able to use other learning media besides books. Efforts to overcome the learning obstacles found are expected to be realized to minimize the learning barriers experienced by students.
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Pereira, Fernando Francisco, Iara Souza Doneze, and Luciano Tadeu Esteves Pansanato. "NÚMEROS INTEIROS E DECIMAIS: UMA ABORDAGEM DOS CONTEÚDOS DE MATEMÁTICA POR MEIO DE UM JOGO FRENTE ÀS DIFICULDADES DO CENÁRIO TECNOLÓGICO DA EDUCAÇÃO BÁSICA." Revista Prática Docente 3, no. 2 (December 26, 2018): 386–405. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p386-405.id231.
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Resumo: Com a intencionalidade de contribuir para pesquisas em Educação Matemática, ao delimitar o campo de estudos aos Números Inteiros e Decimais, esse artigo relata os resultados de uma proposta de promoção do uso das tecnologias no ensino de Matemática, que objetivou auxiliar os alunos na compreensão dos conteúdos de Números Inteiros – Decimais e suas operações. A proposta consistiu na adaptação e aplicação de um jogo de trilhas em formato digital, que utilizou o software Excel. Os participantes foram alunos entre 11 e 13 anos de idade, de uma escola pública do Paraná. Desse modo, houve três momentos: Pré-teste, Proposta e Pós-teste, fases essas que permitiram uma visão das compreensões dos estudantes a respeito do conteúdo, anterior e posterior à sua aplicação. Ao final, conclui-se que os discentes possuem consideráveis habilidades em relação ao emprego de algoritmos da adição de números inteiros e decimais, entretanto, no emprego da operação de subtração, no mesmo contexto, apresentaram consideráveis dificuldades que foram cuidadosamente sanadas após a aplicação da proposta.Palavras-chave: Educação Matemática. Números Inteiros e Decimais. Educação Básica. Tecnologias. Abstract: Seeking to contribute to research in Mathematics Education, delimiting the field of studies to the Whole and Decimal Numbers, here is presented the results of a proposal, to promote the use of technologies in Mathematics teaching, which aimed to help students in understanding the contents of Numbers Integer - Decimals and their operations. The proposal consisted in the adaptation and application of a trail game in digital format, using Excel software. The participants were students between 11 and 13 years old, from a public school in Paraná. Happening in three moments: Pre-test, Proposal and Post-test, allowed a view of the students' understandings about the content, before and after the application of the proposal. At the end, it is concluded that the students have considerable abilities regarding the use of algorithms of the addition of integers and decimals, already in the use of the subtraction operation, in the same context, presented considerable difficulties, which were considerably remedied after the application of the proposal.Keywords: Mathematical Education. Integers and Decimal Numbers. Basic Education. Technologies.