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Understand addition through modelling and manipulation of concrete materials

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

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Abstract

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.

Item Type:Article
Uncontrolled Keywords:mathematics learning difficulties, manipulative, modelling, remediation
Subjects:L Education > LB Theory and practice of education
Divisions:Education
ID Code:30527
Deposited By: Yanti Mohd Shah
Deposited On:23 Apr 2013 10:16
Last Modified:24 Sep 2019 17:36

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