Understand Addition through Modelling and Manipulation of Concrete Materials
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.
Keywords: Mathematics learning difficulties, Manipulative, Modelling, Remediation
![Download the IISTE publication guideline!](https://www.iiste.org/sub/iiste_footer_journal.jpg)
To list your conference here. Please contact the administrator of this platform.
Paper submission email: JEP@iiste.org
ISSN (Paper)2222-1735 ISSN (Online)2222-288X
Please add our address "contact@iiste.org" into your email contact list.
This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.
Copyright © www.iiste.org