Stimulate at risk Dyscalculic pupil to learn a number sequence: a single case study in LINUS 2.0 numeracy remedial class in Sandakan, Sabah

Sai, Hoe Fu and Kin, Eng Chin (2017) Stimulate at risk Dyscalculic pupil to learn a number sequence: a single case study in LINUS 2.0 numeracy remedial class in Sandakan, Sabah. EDUCATUM - Journal of Science, Mathematics and Technology, 4 (2). pp. 35-42. ISSN 2289-7070

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Abstract

This study aims to explore a single case of teaching a number sequence using a new idea which is known as “drawing your hands” in order to engage at-risk Dyscalculic pupils. This research incorporates active learning which based on the cognitive constructivism theory and Feuerstein’ Mediated Learning Experiences to derive a new teaching method. It was implemented at a primary school in Sandakan, Sabah. This is a qualitative study involving one mathematics teacher and one at risk Dyscalculic pupil from a national primary school. The data were collected via lesson observations, interviews, and document analyses. The finding revealed that this new teaching concept was practical to scaffold the at-risk Dyscalculic pupil to learn number sequence.

Item Type: Article
Subjects: Q Science > QA Mathematics
Faculties: Faculty of Science and Mathematics
Depositing User: Siti Norliza Shamsudin
Date Deposited: 15 Nov 2018 06:12
Last Modified: 15 Nov 2018 06:46
URI: http://ir.upsi.edu.my/id/eprint/2902

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