Mathematics Remediation for Indigenous Students with Learning Difficulties: Does It Work?

Autor/inn/en	Yong, Poon Cheng; Jiar, Yeo Kee; Zanzali, Noor Azlan Ahmad
Titel	Mathematics Remediation for Indigenous Students with Learning Difficulties: Does It Work?
Quelle	(2012), S.1022-1033 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Learning Problems; Teaching Methods; Mathematics Education; Mathematics Instruction; Remedial Instruction; Indigenous Populations; Indigenous Knowledge; Learning Processes; Culturally Relevant Education; Classroom Observation Techniques; Interviews; Portfolio Assessment; Teaching Models; Instructional Effectiveness; Elementary Education; Freehand Drawing; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Förderkurs; Sinti und Roma; Learning process; Lernprozess; Interviewing; Interviewtechnik; Portfoliobeurteilung; Lehrmodell; Unterrichtserfolg; Elementarunterricht; Drawing; Zeichnen; Ausland
Abstract	Over-reliance on prescriptive pedagogies, such as explicit instruction, could hamper students with learning difficulties from sense-making and thus limit their acquisition of conceptual understanding. To help them in constructing mathematical knowledge, manipulative and drawing could be used to solve problems in a meaningful context. Using a case study design, teaching and learning process of a native teacher and her six indigenous students in a mathematics remediation classroom at an elementary school located in the interior area was investigated. Qualitative data were collected using observation, interview, and students' work. Research findings showed that participating teacher tended to use manipulative through explicit instruction to explain meaning of number operations. Students were taught drawing to get answers for computational problems. Problem-solving process was teacher-directed but students were capable to perform simple reasoning. However, students were weak in communicating mathematical ideas. Teachers should provide hands-on activities involving manipulative or drawing that stimulate sense-making among students with learning difficulties. They should be engaged in mathematical processes rather than merely involved in re-enacting procedures that were demonstrated by their teacher. (Contains 3 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10