Stimulate at Risk Dyscalculic Pupil to Learn a Number Sequence: A Single Case Study in LINUS 2.0 Numeracy Remedial Class in Sandakan, Sabah
DOI:
https://doi.org/10.37134/ejsmt.vol4.2.5.2017Keywords:
Dyscalculia, mediated learning, number sequence, active learningAbstract
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.
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References
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Holliman, A. J. (2014). The Routledge International Companion to Educational Psychology. London:
Routledge.
Hannell, G. (2013). Dyscalculia: Action Plans for Successful Learning in Mathematics (2nd ed.). Oxon,
UK: Routledge
Emerson, J., &Babtie, P. (2013). The Dyscalculia Assessment(2nd ed.). London: Bloomsbury Education.
Bird, R. (2009). Overcoming Difficulties with Number: Supporting Dyscalculia and Students Who Struggle with Maths. London: Sage.
Wong. K.K., Pang, V., Chin. K.E, & Tan, C. K. (2016). Prevalence Rate of Dyscalculia According to Gender and School Location in Sabah, Malaysia. 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 91-100.
Wong. K.K., Pang, V., Chin. K.E, Tan, C. K., Lee, K. W.,Lay, Y. F. (2014).A Preliminary Study for Dyscalculia in Sabah,Malaysia. 7th International Conference on Education in Mathematics, Science and Technology (ICEMST 2014) Proceedings, 462- 469.
Bird, R. (2017). Dyscalculia Toolkit: Supporting Learning Difficulties in Maths. London: Sage Publications.
Emerson, J., &Babtie, P. (2014). The Dyscalculia Solution: Teaching Number Sense. London, UK: Bloomsbury Education.
Butterworth, G., & Harris, M. (2016). Principles of Developmental Psychology: an Introduction. New York: PSYCHOLOGY Press.
Johnson, A., Tipps, S., & Kennedy, L. M. (2016). Guiding Children's Learning of Mathematics. Boston, MA: Cengage Learning.
Chinn, S., &Snowling, M. (2004). Trouble with Maths: a Practical Guide to Helping Learners with Numeracy. London: RoutledgeFalmer.
Thompson, I. (2010). Teaching and Learning Early Number. Maidenhead: Open University Press.
Anderson, M., & Silva, S. D. (2007). Active Learning. Sedbergh, Cumbria: Me-and-Us.
Vickery, A. (2014). Developing Active Learning in the Primary Classroom. Los Angeles, CA: SAGE.
Feuerstein, R., &Lewin-Benham, A. (2012). What Learning Looks Like: Mediated Learning in Theory and
Practice, K-6. New York, NY: Teachers College Press.
Mentis, M. T., Dunn-Bernstein, M. J., & Mentis, M. (2008). Mediated Learning: Teaching, Tasks, and
Tools to Unlock Cognitive Potential. Thousand Oaks, CA: Corwin Press.
Jorgensen, R., & Dole, S. L. (2011). Teaching Mathematics in Primary Schools(2nd ed.). Crows Nest, N.S.W.: Allen & Unwin.
Reys, R. E., Lindquist, M., Lambdin, D. V., & Smith, N. L. (2014). Helping Children Learn Mathematics(11th ed.). Milton, QLd: John Wiley & Sons Australia, Ltd.
Lake, J. (2009). Math Memories You Can Count On: A Literature-Based Approach to Teaching Mathematics in The Primary Classrooms. Markham, Ont.: Pembroke.
Balter, L. &Tamis-Lemonda, C. (2006). Child Psychology: A Handbook of Contemporary Issues,2nd Edition. New York: CRC Press.
Puchner, L., Taylor, A., O'donnell, B. & Fick, K. (2008). Teacher learning and mathematics manipulatives:
A collective case study about teacher use of manipulatives in elementary and middle school mathematics
lessons. School Science and Mathematics, 108 (7), 313--325.
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Published
2017-12-18
How to Cite
Fu, S. H., & Chin, K. E. (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), 35–42. https://doi.org/10.37134/ejsmt.vol4.2.5.2017
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