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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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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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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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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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Nambira, Geoffrey. "Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia." International Journal of Innovation and Economic Development 2, no. 4 (2015): 35–47. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.24.2004.
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The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Ramachandran, V., and R. Ramesh. "UTILISATION OF INSTRUCTIONAL MEDIA FOR REMEDIAL TEACHING IN SCIENCE AMONG COLLEGE TEACHERS." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, May 1, 2021, 1–3. http://dx.doi.org/10.36106/ijsr/6929021.
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Instructional media are device or materials which present a body of instructional input and are largely self-supporting rather than supplementary in teaching-learning process. Remedial instruction involves using individualized teaching of students who are experiencing difculties in specic subject areas. In this study, the investigator measured teachers' utilisation of instructional media in remedial teaching. To nd out the utilisation of instructional media for remedial teaching in science among college teachers. The investigator has adopted the survey method for the study. In the study, the following demographic variables were considered as an independent variable: Gender (Male / Female), Designation (Associate Professor /Assistant Professor) and Type of institutions (Government / Aided / Private). The population considered for the study consists of college teachers working in the science departments (Physical Science, Bioscience, Mathematics and Computer Science) of arts and science colleges which are afliated to Periyar University, Salem, Tamil Nadu, India. The sample of the study 591 college teachers were selected as a sample for this study from 48 arts and science colleges located in the Periyar University jurisdiction. The simple random sampling technique was adopted for data collection. In this present study, the investigator developed and standardized the tool combine personal proforma and questionnaire on utilisation of instructional media for remedial teaching in science (UIMRTS). The reliability value was found to remedial teaching in science was 0.80. The data collected from the sample were analyzed by using appropriate statistical technique. The investigator used test of signicance viz., independent sample t-test and one-way ANOVAto analyze the data and summarize the results. The ndings of the study were concluded that the variables like gender and designation are there is no signicant difference in utilisation of instructional media for remedial teaching in science. Whereas the variable type of institution was there is a signicant difference in utilisation of instructional media for remedial teaching in science among college teachers.
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Taukeni, Simon G. "Providing remedial support to primary school learners within their zone of proximal development." South African Journal of Childhood Education 9, no. 1 (October 3, 2019). http://dx.doi.org/10.4102/sajce.v9i1.654.
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Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky’s social development theory.Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3.Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia.Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners’ school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages.Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: Oshindonga first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports.Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.
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Abiatal, Loide K. S., and Grant R. Howard. "Constructivism-led assistive technology: An experiment at a Namibian special primary school." South African Journal of Childhood Education 10, no. 1 (July 20, 2020). http://dx.doi.org/10.4102/sajce.v10i1.794.
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Background: The study focused on children with hearing disabilities, which was significant as almost 9 million children in sub-Saharan Africa, including Namibia, had hearing disabilities. The problem was the lack of prior research on the effects of assistive technology (AT) in primary education for the Deaf in Namibia, for guiding Namibian special primary schools and educators.Aim: The aim was to investigate the effects of Constructivism-led AT on the teaching and learning of learners who were deaf, in a mathematics class at a rural special primary school.Setting: The study involved Grade three children who were deaf. Grade 3 is where children learn to build and understand foundational and basic mathematical concepts, such as counting, which they require for subsequent mathematics learning and practice.Methods: The study was a mixed-methods study comprising a quantitative experiment and qualitative interviews.Results: The findings suggested that the Constructivism-led AT may have had a positive effect on the children’s multiplication and division achievement, but not on their addition and subtraction achievement. The teachers were positive about the Constructivism-led AT and indicated that it supported collaborating, cooperating, exploring, self-assessing, learning from errors, seeking knowledge independently, self-regulating, self-reflecting, metacognitive thinking and being self-aware.Conclusion: For school management and teachers of children who are deaf, the study offered an intervention for potentially improving teaching and their learners’ mathematics achievement. In addition, the study provided valuable evidence for policymakers about integrating technology for effective learning environments.
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Akpo, Simon E., and Loyiso C. Jita. "The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia." Journal for Transdisciplinary Research in Southern Africa 9, no. 3 (December 30, 2013). http://dx.doi.org/10.4102/td.v9i3.191.
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This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation) were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.
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Wekesa, Wafula Robert, Rachel Kamau Kang'ethe, and Begi S. Nyakwara. "Impact of Inclusive Remedial Teaching on Performance of Pupils with Mathematics Difficulties in Lower Primary Schools in Butere District, Kenya." International Journal of Business & Management 8, no. 8 (August 31, 2020). http://dx.doi.org/10.24940/theijbm/2020/v8/i8/bm2008-004.
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Ren, He, Ningning Xu, Yuxiang Lin, Shumei Zhang, and Tao Yang. "Remedial Teaching and Learning From a Cognitive Diagnostic Model Perspective: Taking the Data Distribution Characteristics as an Example." Frontiers in Psychology 12 (March 24, 2021). http://dx.doi.org/10.3389/fpsyg.2021.628607.
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In response to the big data era trend, statistics has become an indispensable part of mathematics education in junior high school. In this study, a pre-test and a post-test were developed for the six attributes (sort, median, average, variance, weighted average, and mode) of the data distribution characteristic. This research then used the cognitive diagnosis model to learn about the poorly mastered attributes and to verify whether cognitive diagnosis can be used for targeted intervention to improve students' abilities effectively. One hundred two eighth graders participated in the experiment and were divided into two groups. Among them, the intervention materials read by the experimental group students only contained attributes that they could not grasp well. In contrast, the reading materials of the control group were non-targeted. The results of the study showed the following: (1) The variance and the weighted average were poorly mastered by students in the pre-test; (2) compared with the control group, the average test score of the experimental group was significantly improved; (3) in terms of attributes, the experimental group students' mastery of variance and the weighted average was significantly improved than the pre-test, while the control group's mastery was not. Based on this, some teaching suggestions were put forward.
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Hasanah, Noor. "TEACHERS IN OVERCOMING STUDENTS LEARNING DIFICULT MATH IN CLASS IV SDIT ukhuwah Banjarmasin." Jurnal PTK dan Pendidikan 2, no. 2 (November 23, 2016). http://dx.doi.org/10.18592/ptk.v2i2.1028.
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This research uses descriptive method is to determine the problem and solve it based on the data, presenting data, and analyze it. The population in this study were all fourth grade students SDIT Ukhuwwat Banjarmasin and selected samples are class IV-A and IV-B classes totaling 72 students. In collecting the data, the technique used is interview, observation and documentation.The research found that the difficulties experienced by students that have difficulty completing a different matter with the sample questions provided by the teacher on word problems, difficulty recalling the formula, and the difficulty in calculating operations multiplication and division problems. Efforts of teachers in addressing students' mathematics learning disabilities that provides the motivation to learn, give variety of teaching methods, use of props, provide adequate exercise and repetitive, and provide repair or remedial program. Keywords: difficulty learning math, math teacher
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Courtney-Clarke, Magret, and Helena Wessels. "Number sense of final year pre-service primary school teachers." Pythagoras 35, no. 1 (May 21, 2014). http://dx.doi.org/10.4102/pythagoras.v35i1.244.
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Number sense studies have indicated that the development of number sense should be the focus of primary school mathematics education. The literature review revealed that learner performance is linked to teacher subject knowledge and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics. This study was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests and explored the number sense of 47 final-year primary school pre-service teachers (PSTs) in Namibia. The data in this mixed method research design were obtained from a number sense questionnaire, a written computations questionnaire, a mental calculations questionnaire and the McAnallen confidence in mathematics and mathematics teaching survey (MCMMTS). Six PSTs, randomly selected from the 47 participants, were interviewed to determine their use of number-sensible strategies. The overall results of this investigation revealed that the final year primary school PSTs demonstrated limited number sense and possessed very few of the indicators of number sense. Unexpectedly, the confidence survey showed that they were confident in their ability to do and to teach mathematics. This study exposed one reason for the low standards of performance of Namibian learners in mathematics and the lack of improvement over the last few decades. It indicates a need for teacher training institutions to identify the mathematics that teachers should know and the ways in which teacher understanding of subject content has to be transformed to enable them to develop the number sense of primary school learners.
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Ayuningtyas, Annis Deshinta, and Davi Apriandi. "Pedagogical Content Knowledge (PCK) pada Mahasiswa Calon Guru Matematika." NUMERICAL: Jurnal Matematika dan Pendidikan Matematika, January 6, 2020, 119–30. http://dx.doi.org/10.25217/numerical.v3i2.616.
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Pedagogical Content Knowledge (PCK) is one of the basic knowledge that pre -services teachers must-have. PCK explained how the teacher linked material knowledge with knowledge about teaching. By mastering PCK pre-services teachers are expected to carry out effective learning. The purpose of this study is to describe the ability of pre-service mathematics teacher PCK. This type of research is descriptive qualitative. The subjects of this study were two pre-service teachers for the Mathematics Education Department at the Universitas Sarjanawiyata Tamansiswa. The instruments used were observation sheets, questionnaire sheets, linear program test questions, and interview guidelines. The data analysis technique of this study used descriptive qualitative analysis techniques. The results showed that based on indicators of PCK ability, pre-service teachers already knew and understood core competencies, basic competencies, and learning indicators and could make learning objectives, learning materials, reference sources, approaches, strategies, methods, and mathematical learning models. In addition, pre-service teachers can also make assessment plans, both the affective, cognitive, and psychomotor domains as well as the remedial and enrichment programs. Pre-service teachers are quite flexible and confident in teaching even though there are pre-service teachers who speak in small voices and the intonation has not varied. When viewed from the material side, the material provided by pre-service teachers to students is good even though there are still a few shortcomings. In general, pre-service teachers have a good understanding of content and pedagogical knowledge in theory, but implementation in planning and learning in class is still lacking
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"Reinforcing Students’ Mathematical Skills through Cooperative Learning Strategy." International Journal of Innovative Technology and Exploring Engineering 8, no. 12 (October 10, 2019): 3774–81. http://dx.doi.org/10.35940/ijitee.l2683.1081219.
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Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences (Gillies, 2016). There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence. Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills, asking one another for information, evaluating one another's ideas, and monitoring one another's work, (Chiu, 2008). This study aims to find out how cooperative learning through structured and unstructured grouping schemes compare in terms of their effectiveness in reinforcing students’ Mathematics achievement and the difficulties encountered by the students in both structured and unstructured groups. The one-shot quasi-experimental research design specifically the pre-posttest design was employed in the study. Participants of this study were the first year students of the College of Teacher Education of Cagayan State University. Descriptive and inferential statistics like frequency count, percentage, mean and t-test for dependent and independent samples were used to interpret the data. The integration of cooperative learning strategy, either structured or unstructured grouping schemes reinforce the performance of students in Mathematics. However, cooperative learning has far better results when unstructured grouping scheme is employed among students. Since the students find difficulty on simplifying expressions with rational exponents to radicals, composition of functions, solving linear and quadratic equations and solving word problems on linear and quadratic equations; intervention measures such as modular approach in teaching, simulation activities and remedial teaching were suggested to address such difficulties and to enhance the performance of the students in Mathematics particularly in College Algebra.
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Putri, Rachmawati. "Implementation Of Kumon Learning Method To Student Learning Independence." Pancaran Pendidikan 6, no. 4 (November 1, 2017). http://dx.doi.org/10.25037/pancaran.v6i4.93.
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Mathematics is an exact science or science of certain knowledge about the logic of the form, order, scale, and concepts that are related to each other. In mathematics teaching, the understanding of the concepts of the essential very important. The understanding of the concepts of the essential that both will make the students put the concepts of the concept in the long-term memory system and can use them to think on a higher level thinking such as problem-solving and creative thinking. The understanding of the concepts of the essential that will aid them in reaching the specified minimum value in formal education. But in fact, many students who are still far from the ideal condition. The understanding of essential concepts in mathematics for material operation count is still low. In addition the number of students who successfully reach and exceed the minimum value formal education less than 70%. This is what causes the number of teachers must perform a remedial learning classical. Not yet on the actual condition, many students who are not able to follow the lessons but can still up the class seems to get "values" mercy from the teachers. If things like this continue to happen, then their understanding will not be formed as a whole to be able to continue teaching on the next material that the fact of the matter is the lesson materials that more complex. The Kumon Method is a unique educational method, which does not generalize the ability of each student. Based on individual guidance and learning at the right level, Kumon wants to develop each child's ability and maximize its potential. Kumon appreciates the value of independent learning. Thus, individual guidance is one of the basic features of the Kumon Method. The key to an individual guidance is learning at the right level when students can advance independently without being specifically taught. With the Kumon Method, students learn independently from an early age and develop both a high level of academic ability and the ability to learn independently or in Kumon better known as the "ability to learn independently". Individual guidance Kumon method allows each student to learn at levels that best suit their academic ability, regardless of age or level of schooling, and to advance beyond the current school levels.
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JALA, GLAIZA. "Pupils’ Reading Comprehension, Problem-Solving Skills and Academic Performance." Journal of World Englishes and Educational Practices, 2020, 1–9. http://dx.doi.org/10.32996/jweep.2020.2.4.1.
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The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Literal, Interpretative, Critical-Analysis and Application and their problem-solving skills’ profile. Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic performance and problem-solving skills of the respondents. To prove the validity and reliability of the obtained Pearson r, it was checked against the Table of Critical Values of the Pearson r at .05 level of significance. On the reading comprehension level and academic performance, results unfolded that there is a significant correlation between reading comprehension and academic performance and this finding implies that the reading comprehension is a contributory factor to improve pupils’ academic performance. Moreover, on the reading comprehension level and problem-solving skills, the result indicates that there is a significant correlation between reading comprehension and problem-solving skills. This study concludes that reading comprehension is a contributory factor to the improvement of pupils’ academic performance and problem-solving performance. The researcher recommends that school administrators look into the possibilities of providing more supplementary materials in the form of books and other reading materials so that pupils can use it for further learning and to organize seminars and workshops, special trainings in order to fully equip the teachers with more knowledge and skills in teaching reading strategies. Teachers may organize functional educational programs, remedial classes and enrichment activities to improve pupils’ comprehension skills through systematic comprehension instruction.