Mohammad Nasuha b.

Abas 770501026577001 SBEM3203

REMEDIAL IN TEACHING AND LEARNING MATHEMATICS Part A. Question 1.

Why do we need to plan for remedial programs? The term remedial means or implies that something is being done to correct educational situations which need to be repaired. The purpose of a remedial program is to assist the student in overcoming deficiencies such as: ineffective teaching inadequate curriculum. repeated failure or poor work habits dislike of school slow maturation.

Oppressive or inconducive environment. Slow learner Emotional or physical problems The remedial program shall comprise one or more of the following: a. repetition of a phase, block, course or rotation; b remedial work to be done during a period of time in which the student is not participating in the activities of another scheduled block, unit or rotation (with the exception of electives); c remedial work to be done during a scheduled phase, block, course or rotation. This option is reserved for a remedial program that is designed to correct limited, circumscribed deficits. Teachers in remedial program have to assist students in acquiring effective study skills and the self-confidence they need to reenter an academic 1

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

environment. Teachers also may encounter students with learning or physical disabilities that require additional expertise. Teachers should not only possess an understanding of how to help these students achieve their goals, but they also may need to have the knowledge to detect challenges their students may have and provide them with access to a broader system of additional services that are required to address their challenges.

Question 2. Identify the various methods that teachers can collect information on learners difficulties in mathematics? There are no intensive diagnostic assessment methodology available for teachers to use whenever the teachers faced learners with difficulties in mathematics. The teachers have to find one method that is suitable that can cater to the need of each individual. However there are many methods that teachers can use to collect information on learners difficulties in mathematics such as : Standardized test. Survey test Teacher-made test Computer managed test Attitudinal measures. Standardized tests are used to identify learners for remedial program. It can also be used to design and prepare the individual based on each learners needs. These tests are easy to administer as their coverage is extensive for testing 2

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

computational skills, understanding of concepts and problem solving. These tests can provide teachers with analyses of learners strength and weakness in various key mathematical skills and concepts. These analyses could help teachers in designing remedial program that cater for each individual. Survey tests are adopted from workbooks designed to asses specifically the learners mathematical skill level. The results can be used to guide teachers the components of mathematics which should be given emphasis in a remedial program. Survey tests are adopted from workbooks designed to asses specifically the skill level of each mathematical learners. The results of the tests could give the teachers some ideas of the learners strength and weakness. The results should guide the teachers to plan and place emphasis on the components of mathematics needed in the remedial program. Teacher-made tests could provide the teachers with immediate and reasonable insight into the learners mathematical ability. These tests can be used to gauge the learners strength and weakness. Teacher-made tests can be done dailoy, weekly or once a fortnight. Computer-managed tests is a norm nowadays. With the advancement of electronics computers and various form of media have paved ways for testing on remedial learners as to ascertain the learners level of ability and achievement. The result from the computer-managed tests can be immediately analysed and measurement of strength and weakness of the learners can be done. All the results could give information in creating meaningful program for the learner. Attitudinal measurement can provide and reveal interesting notion or awareness and information about groups of learner as well as about individual learner. This 3

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

type of information could result a positive effect as it provide an insight in a remedial program. Beside assessing attitude, this methodology can be used to determine the learners interests. Specific interests in school, recreation, work and learning can also be ascertained. All these factors can be useful in preparing a meaningful program thus improving the learners achievement in mathematics.

Question 3. Discuss the strategies that can be applied to help remedial learners. Strategies are only tools and "they should not be expected to work equally well in all situations." There are many strategies for remedial learners that teachers can choose. They are : Individualized instruction Small group instruction Whole class instruction. Learner projects Mathematical games and puzzle Camouflaged drill Peer group tutoring Computer assisted instruction

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

Individualized instruction program is used as a diagnostic prescriptive approach for the remediation of mathematical skills. It may be administered at the beginning of the school year to determine the specific deficiencies and area which needed attention. Teachers can analyze the results and prescribe remedial activities using workbooks, songs, mathematic skills kit, calculator, teacher prepared material and computer. Theres a follow-up assessment on the accomplishment of the learners for a particular topic. Small group and whole class instruction is usually conducted whenever theres a general weakness exhibited by the learner. This is done by breaking the class into small groups in accordance to their skill deficiencies. While other assignments wre given to the rest of the class, selected group will receive demonstration on a specific skill which is deficient. The teacher can vary the instruction by using different models such as mathematical games, calculators and camouflaged drill in order o motivate learners and help them to understand mathematical concepts. Learner project strategy means developing activities in which learners applying their skills in a variety of interesting and motivating ways. These activities require planning by both the teachers and learners. The teachers role and assistance is vital in planning and executing the learning activities. Areas of activities are abacus, angles, history of mathematics, magic squares, negative numbers, prime numbers, volume, clocks, computer and others. Another strategy is mathematical games and puzzles which can be used as supplement to mathematical instructions. It can be done either individually, in

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

small group or to the whole class. The games are selected to meet both the deficiency needs and the recreational needs of the learner. Camouflaged drill is an important remediation strategy. Exercise for the learner is camouflaged by several methods such as: learners take an active role in planning and learners doing all the work under the teachers supervision. Peer group tutoring is another strategy in helping remedial learners. Tutoring by a friend or peer is effective whenever a teacher is not around to supervise. Peer tutors are often directed or are required to follow a particular course of action or plan whenever the learners need assistance. Computer assisted instruction means using computer and other ICT media to make the remedial more interesting. By using computer, a teacher can add in interesting and colourful graphics. All these addition would ignite the interest of the learners. Using computer would also help teachers to modify the lesson to reach the learners level of achievement. Learners can also use the computer to connect to the internet in order to access the web. All these activities would be done under the teachers supervision.

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

Question 4. What is mathematics literacy? Mathematics literacy is the ability to read and write and it comes in varying degrees. What does it mean to be "literate" in math? Literate, as opposed to being and expert, means having the minimum amount of working knowledge for everyday purposes. To be literate in math, does not mean you should know the mechanics of these skills enough to do them without looking them up or using a calculator, but also be able to know in what situations these skills may be appropriate. The true "math literate" is not someone who has lots of math knowledge, it is someone who correctly applies the skills they do have to given situations. The goal of mathematics education is to assist students to become mathematics literate. This means that an individual will become competent to deal with mathematics involved in the real world or situation problems that is related to nature, society and culture. Mathematics literate also means that the individual will be able to deal with mathematics situation in the current, future and occupational life. Among the situation would be : Measurement: Another obvious concept. Everyone should know both traditional and metric measures of length, area, volume, weight (or mass), time and temperature, and they should know how to convert between these measures. Algebra: Here is where things get controversial. The algebraic skills everyone should know are the following: Given a formula and values that can be used in the formula, calculate an answer using correct order of operations. 7

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

Solve a simple (linear or rational) formula for any variable in the formula. Solve linear equations of the form Ax + B = C. Solve ratio problems of the form x/A = B/C. Given two points, write a linear equation (y = mx + b) for the line between those two points.

Given a linear equation, draw a graph. Given any function, draw a graph by plotting points.

Geometry:

Knowing the various area and circumference formulas for circles, squares, rectangles, and triangles without looking them up.

Knowing all the basic three dimensional shapes from cylinders to icosahedrons.

Understand the Cartesian Coordinate system in two and three dimensions.

Convert size on a scale model or map to actual dimensional size. Be familiar with all the properties of lines and angles: acute, obtuse, complimentary, supplementary, congruence, degrees, radians, parallel lines, similar angles, etc.

Know all the properties of triangles, including the types, basic theorems (i.e.. all angles add to 180 degrees)

Use theorems to find measures that cannot easily be measured (i.e.. use similar triangles to determine heights of buildings, etc)

Be able to do basic constructions using compass and straight edge. (bisect a line, bisect an angle, etc.)

Know and use the Pythagorean theorem

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

Statistics:

Given a set of data, find mean, median, mode, and graph data as a histogram, pie chart, or whatever is appropriate.

Understand problems of data collecting and gathering a random sample. Understand how studies can be invalidated, such as blind study vs. double blind study, misleading or ambiguous questions, etc.

Understand

concepts

of

standard

deviation,

correlation,

linear

distribution vs. bell curve distributions, etc.

Understand

how

statistics

can

be

abused,

and

how

multiple

interpretations of data can be made. Logic:

Understand basic logical operators, AND, OR, XOR, NOT, if then vs. if and only if.

Understand how rephrasing arguments, (contra positives, etc.) changes the arguments.

Identify valid and invalid arguments. Know common logical fallacies.

The list above represents the math concepts we run into all the time. A person who is literate in math should have no problems with any of the above concepts, and could easily come up with situations where each one could be used. Moreover, given a situation, they should be able to determine which concepts could be used. To do this requires not just a familiarity with math, but a full

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

understanding. Creating a test of math literacy would have to focus on testing this understanding, not just a bunch of math problems to solve. The aim of mathematics education is to help learners become mathematically literate. Mathematics literacy is important for individuals current and future life as an intelligent citizen. It is also important as a tool in understanding a variety of topics and issues in life, social science, environment, politics, business, economics, art and music. As a matter of fact, everything that we do will involve mathematics.

Question 5. What are the common misconceptions in mathematics? Mathematics is not a closed intellectual system, in which everything has already been worked out. There is no shortage of open problems. Mathematicians publish many thousands of papers embodying new discoveries in mathematics every month. Mathematics is not numerology, nor is it accountancy; nor is it restricted to arithmetic. Pseudo mathematics is a form of mathematics-like activity undertaken outside academia, and occasionally by mathematicians themselves. It often consists of determined attacks on famous questions, consisting of proof-attempts made in an isolated way (that is, long papers not supported by previously published theory). The relationship to generally-accepted mathematics is similar to that between pseudo science and real science. The misconceptions involved are normally based on: 10

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

misunderstanding of the implications of mathematical rigor attempts to circumvent the usual criteria for publication of mathematical papers in a learned journal after peer review, often in the belief that the journal is biased against the author; lack of familiarity with, and therefore underestimation of, the existing literature. Many people or individuals loath mathematics, hates mathematics, fear mathematics and the like. These individuals have developed such attitudes due to several reasons. These attitudes are reinforced by classes that present mathematics as a dry, boring and tedious subject and seemingly unimportant to ones life. Among the misconception about mathematics are: Mathematics require special brain. Only certain and privilege people can learn mathematics well due to their special and rare abilities. The reality is that everyone can do mathematics. All it takes is self confidence and hard work. Mathematics dealt with complex issues and advanced mathematical concepts. Learning mathematics will make people less sensitive to the aesthetic aspect of life. This will make life unbearable. Mathematics provide exact answer when actually mathematics are never so clear cut especially when using real-life situations. Mathematics is irrelevant to life. In reality, mathematics are involved in many ways and it is interesting as well as enjoyable.
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Mohammad Nasuha b. Abas 770501026577001 SBEM3203

Part B. Question 1. Identify a specific mathematical learning skill that is difficult for students to acquire. Develop a remedial program to develop this skill. There are several learning skill that learners have to become proficient. The skills are: Problem solving Communication skills related to mathematics. Integrations of topic within mathematics Relating mathematics to other subjects and to the learners real world. Understanding and using functions, relations and pattern. Probability and statistics Approximation and estimation Using number sense and number systems effectively Computational ability both written and mental computations with rational and some irrational numbers Two and three dimensional geometry including both synthetic and algebraic argument in geometry. Understanding and using mathematical structures Measurement Algebra Trigonometry Discrete mathematics intuitive foundations of calculus Using technology (calculators, computers etc) to solve mathematical problems

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Mohammad Nasuha b. Abas 770501026577001 SBEM3203

In my opinion, the most difficult mathematical learning skill that a learner in an elementary school would be solving problem. Problem solving requires cognitive skills. The are related to problem solving and decision making. These skills are capable of being acquired and then transformed from conscious control to automatic processes and can be developed through instruction.

Before any remedial program is done, the teacher would diagnose each individual learning style. The teacher would also determine the learners strength and weakness. The teacher would also examine the topic and content in order to pinpoint the learners level of achievement. The teacher would also study student related factors such as gender, age, intelligence, motivation factor and interest. An example for a remedial program in order to develop this skill is by using computer and LCD. Using these medium would make the subject interesting and can enhanced the memory for remedial learners. Usage of a variety of colour would interest the learner and prolong the concentration span of the learners. First the problem is shown in to the learners. The teacher would read and explain the problem to the learners. The problem would be shown on the screen. The teacher would ask questions regarding the problem and get feedback on the learners understanding of the problem. The problem would be solved through a step-by-step procedures. After the first step has been done, the learners would try to solve the second problem under the supervision of the teacher. After the learners have completed the exercises, they would go through the questions to get the correct answer. This is to instill confidence to the learners. 13

Mohammad Nasuha b. Abas 770501026577001 SBEM3203

After the exercise, the teacher would assess the learners achievement and determine the adequacy and flexibility of the program. If the learners couldnt get the correct answers, the teacher would add extra medium to make the learners really understand.

Question 2. Describe an extra-curricular club activity in your school that provides mathematical knowledge to students. Mathematics club in SK Seri Ampang, Ipoh is one of the various clubs in the school. Mathematic club permits unlimited investigation of mathematical topics and applications beyond the scope of the school curriculum. The activities of the club are planned so that members would show genuine appreciation of mathematics, its development and application of mathematics in everyday life. One of the activities of the club is organizing a board game called GMATH. It is a game that could help students learn mathematics through game as it was more fun. The objective of the game is to accumulate points through the correct mathematics equation. The game is based on the basic number and mathematics calculation. It could help the students the skill of counting, reading and building mathematics sentences correctly. It also help teacher as it can become a teaching tool. The target of the students will be divided into two groups. GMATH can be played in a class at any suitable time. The game can be played by four players. Before the game start, each player would randomly take a number. The player

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Mohammad Nasuha b. Abas 770501026577001 SBEM3203

with the biggest number will start the game and other players would follow accordingly. At the beginning of the game, each player will take nineteen tiles to ensure every players have twenty tiles when the players turn come. Each player will also take five of the tile with the symbols; x,+, - . The symbol tiles cannot be exchanged except the = symbol. If the player insists on changing the symbol tile, it will be permitted but no point will be given during the exchange. The player will start the game by building a mathematics equation in the middle of the board. The next player would build another equation by continuing the first equation. Points are given for every numbers on the tiles. Example of a GMATH board game.

3
2

+
1

2
1

=
0

5
1

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Mohammad Nasuha b. Abas 770501026577001 SBEM3203

REFERENCE

1.

Prof. Dr. Mansor Fadzil & Prof. Dr. Mohd. Kidin Shahran, (2007), SBEM3203 Remedial In Teaching ang Learning Mathematics, Open University Malaysia, Kuala Lumpur

2. 3.

Wiig,E.,& Semel.E.(1984). Language assessment and intervention for the learning disable child(and ed.). Columbus, OH:Merrill. http://www.remedialprograms for teachers.com/ http://www.americanteachers.com/

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