Reconnecting learning in numeracy remedial class : A multiple exploratory case study of mathematics primary teachers in teaching at-risk dyscalculic pupils

Fu, Sai Hoe (2019) Reconnecting learning in numeracy remedial class : A multiple exploratory case study of mathematics primary teachers in teaching at-risk dyscalculic pupils. Doctoral thesis, Universiti Malaysia Sabah.

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Abstract

Dyscalculia is a specific learning disability that may affect the acquisition of knowledge about numbers and arithmetic. It is about 6 percent of the population is struggling with dyscalculia. In Sabah, it was reported that the prevalence rate 5.5 percent of the primary school students suffered from Dyscalculia using the computer-based Dyscalculia screener by measuring pupils' response accuracy and response time to test items. In order to help at-risk dyscalculic pupils to master the number sense and assist teachers in teaching at-risk dyscalculic pupils, this study aims to administrate qualitative multiple case studies to explore the teaching of number sense using a new idea which is known as "Reconnecting Learning". This teaching strategy is developed to teach number sense and to support pupils at risk of dyscalculia to master pre-number skills and pre-counting skills which are a prerequisite to learning numbers. This research blends the Active Learning, Feuerstein' Mediated Learning Experiences, Tall's mathematics cognitive learning theory to derive a new teaching method following Liebeck's ELPS sequence - " Reconnecting Learning" to form a new teaching strategy. Three cases were chosen carefully in different primary school site and the case was bounded by time and place, time and activity and definition and contexts. Purposive sampling was used in this study to ensure the target pupils screened using UMS dyscalculia screener were relevant to at-risk dyscalculia and the teachers involved in this study were chosen based on criterion sampling. Data were collected from three primary school remedial mathematics teachers and three pupils at-risk of dyscalculia in Sandakan, Sabah through lesson observations for synthesizing the pupil's learning progression and conducted semi-structured interviews with three particular teachers. On top of that, analysis of documents such as reflective journals and electronic daily lesson plans was performed in order to gain a comprehensive picture of this teaching strategy. The study findings were analyzed manually through qualitative thematic analysis and grounded theory coding process. Findings emerged seven themes to reveal that this new teaching strategy was 1) a well-organized contents and structural activities 2) systematic and 3 simple implementation steps 3) compatible with innate abilities 4) physical features of Reconnecting Learning 5) transferable and practical 6) cultivate learner's willingness to learn and 7) barriers and adoption for Reconnecting Learning to scaffold the pupil who was at risk of dyscalculia in particular to number sense. At the end of this study, the pupils' performance was improved in the UMS dyscalculia screener results. The findings could guide education policymakers, administrators, authorities, teachers and parents to take the necessary measurement to help the at-risk dyscalculic pupils to learn number sense.

Item Type:	Thesis (Doctoral)
Keyword:	Mathematics primary teachers, Dyscalculia, learning disability, Numbers and arithmetic
Subjects:	Q Science > QA Mathematics > QA1-939 Mathematics > QA1-43 General
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	DG MASNIAH AHMAD -
Date Deposited:	21 Dec 2023 11:15
Last Modified:	21 Dec 2023 11:15
URI:	https://eprints.ums.edu.my/id/eprint/37864

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