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All Journal Journal on Mathematics Education (JME) Union: Jurnal Ilmiah Pendidikan Matematika Journal on Mathematics Education
Fu, Sai Hoe
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Education Mathematics Social Sciences Other

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EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY Chin, Kin Eng; Fu, Sai Hoe
Journal on Mathematics Education Vol 12, No 3 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.3.14473.531-546

Abstract

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
Exploring the implementation of an intervention for a pupil with mathematical learning difficulties: A case study Chin, Kin Eng; Fu, Sai Hoe
Journal on Mathematics Education Vol. 12 No. 3 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
Learners' interest in online learning of mathematics Harini, Esti; Riyono, Yohanes Sugeng; Ayuningtyas, Annis Deshinta; Fu, Sai Hoe
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i1.14151

Abstract

This study aims to determine (1) The extent of the tendency of students' interest in learning mathematics online. (2) To what extent the tendency of students' interest in learning mathematics towards the use of Zoom Meeting and Google Classroom. This research is a descriptive research with a qualitative approach. The research was conducted at SMP Kanisius Sumber Dukun with a sample of 30 students selected using Purposive Sampling technique. Data collection techniques using observation, interviews, questionnaires, and documentation. The research instruments used were interview guidelines and interest questionnaires. While data analysis techniques using data triangulation include data reduction, data presentation and conclusion drawing. The results of this study indicate that (1) The tendency of students' interest in learning mathematics online is included in the high category with a percentage of 72.01%. (2) The tendency of students' interest in learning mathematics whose learning uses Zoom Meeting is included in the very high category with a percentage of 77.42%, while the learning interest of students whose learning uses Google Classroom is included in the very low category with a percentage of 22.58%. This means that the tendency of mathematics learning interest of Kanisius Sumber Junior High School students towards the use of Zoom Meeting is higher than Google Classroom.
Co-Authors Annis Deshinta Ayuningtyas, Annis Deshinta Chin, Kin Eng Esti Harini, Esti Riyono, Yohanes Sugeng