Understand addition through modelling and manipulation of concrete materials
Manipulation of concrete materials was commonly employed to support students with learning difficulties in mathematics using prescriptive pedagogies. However, a behaviourist framework of learning may lead to a lack of conceptual understanding. A case study conducted at a suburban elementary school w...
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International Institute for Science, Technology and Education (IISTE)
2012
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my.utm.305272019-09-24T09:36:04Z http://eprints.utm.my/id/eprint/30527/ Understand addition through modelling and manipulation of concrete materials Poon, Cheng Yong Yeo, Kee Jiar Ahmad Zanzali, Noor Azlan LB Theory and practice of education Manipulation of concrete materials was commonly employed to support students with learning difficulties in mathematics using prescriptive pedagogies. However, a behaviourist framework of learning may lead to a lack of conceptual understanding. A case study conducted at a suburban elementary school which involved a teacher and for nine-year-old students to develop student thinking, mathematical modelling was integrated with manipulation of concrete materials in a mathematics remediation classroom. Qualitative data was collected using observation, interview and students’ work. The observation revealed that explicit instruction used in modelling activity hampered students in acquiring conceptual understanding and mathematical process skills. When modelling was initiated by the students, they showed improvement in both. Therefore, teachers should guide students with learning difficulties to participate in modelling activity rather than merely follow re-enact procedures. International Institute for Science, Technology and Education (IISTE) 2012 Article PeerReviewed Poon, Cheng Yong and Yeo, Kee Jiar and Ahmad Zanzali, Noor Azlan (2012) Understand addition through modelling and manipulation of concrete materials. Journal of Education and Practice, 3 (8). pp. 55-65. ISSN 2222-1735 https://www.iiste.org/Journals/index.php/JEP/article/view/2012 |
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LB Theory and practice of education Poon, Cheng Yong Yeo, Kee Jiar Ahmad Zanzali, Noor Azlan Understand addition through modelling and manipulation of concrete materials |
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Manipulation of concrete materials was commonly employed to support students with learning difficulties in mathematics using prescriptive pedagogies. However, a behaviourist framework of learning may lead to a lack of conceptual understanding. A case study conducted at a suburban elementary school which involved a teacher and for nine-year-old students to develop student thinking, mathematical modelling was integrated with manipulation of concrete materials in a mathematics remediation classroom. Qualitative data was collected using observation, interview and students’ work. The observation revealed that explicit instruction used in modelling activity hampered students in acquiring conceptual understanding and mathematical process skills. When modelling was initiated by the students, they showed improvement in both. Therefore, teachers should guide students with learning difficulties to participate in modelling activity rather than merely follow re-enact procedures. |
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Article |
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Poon, Cheng Yong Yeo, Kee Jiar Ahmad Zanzali, Noor Azlan |
author_facet |
Poon, Cheng Yong Yeo, Kee Jiar Ahmad Zanzali, Noor Azlan |
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Poon, Cheng Yong |
title |
Understand addition through modelling and manipulation of concrete materials |
title_short |
Understand addition through modelling and manipulation of concrete materials |
title_full |
Understand addition through modelling and manipulation of concrete materials |
title_fullStr |
Understand addition through modelling and manipulation of concrete materials |
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Understand addition through modelling and manipulation of concrete materials |
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understand addition through modelling and manipulation of concrete materials |
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International Institute for Science, Technology and Education (IISTE) |
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2012 |
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http://eprints.utm.my/id/eprint/30527/ https://www.iiste.org/Journals/index.php/JEP/article/view/2012 |
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