Stimulate at Risk Dyscalculic Pupil to Learn a Number Sequence: A Single Case Study in LINUS 2.0 Numeracy Remedial Class in Sandakan, Sabah

  • Sai Hoe Fu Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
  • Kin Eng Chin Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Keywords: Dyscalculia, mediated learning, number sequence, active learning

Abstract

This study aims to explore a single case of teaching a number sequence using a new idea which is known as “drawing your hands” in order to engage at-risk Dyscalculic pupils. This research incorporates active learning which based on the cognitive constructivism theory and Feuerstein’ Mediated Learning Experiences to derive a new teaching method. It was implemented at a primary school in Sandakan, Sabah. This is a qualitative study involving one mathematics teacher and one at risk Dyscalculic pupil from a national primary school. The data were collected via lesson observations, interviews, and document analyses. The finding revealed that this new teaching concept was practical to scaffold the at-risk Dyscalculic pupil to learn number sequence.

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Published
2017-12-18
How to Cite
Fu, S. H., & Chin, K. E. (2017). Stimulate at Risk Dyscalculic Pupil to Learn a Number Sequence: A Single Case Study in LINUS 2.0 Numeracy Remedial Class in Sandakan, Sabah. EDUCATUM Journal of Science, Mathematics and Technology, 4(2), 35-42. https://doi.org/10.37134/ejsmt.vol4.2.5.2017