No 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.

Penelitian ini bertujuan untuk mengetahui (1) Sejauhmana kecenderungan minat belajar matematika peserta didik secara daring. (2) Sejauhmana kecenderungan minat belajar matematika peserta didik terhadap penggunaan Zoom Meeting dan Google Classroom. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Penelitian dilaksanakan di SMP Kanisius Sumber Dukun dengan sampel sebanyak 30 peserta didik yang dipilih menggunakan teknik Purposive Sampling. Teknik pengumpulan data menggunakan teknik observasi, wawancara, angket (kuesioner), dan dokumentasi. Instrumen penelitian yang digunakan adalah pedoman wawancara dan angket minat. Sedangkan teknik analisis data menggunakan triangulasi data meliputi reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa (1) Kecenderungan minat belajar matematika peserta didik secara daring termasuk dalam kategori tinggi dengan persentase sebesar 72,01%. (2) Kecenderungan minat belajar matematika peserta didik yang pembelajarannya menggunakan Zoom Meeting termasuk dalam kategori sangat tinggi dengan persentase sebesar 77,42%, sedangkan minat belajar peserta didik yang pembelajarannya menggunakan Google Classroom termasuk dalam kategori sangat rendah dengan persentase sebesar 22,58%. Hal ini berarti bahwa kecenderungan minat belajar matematika peserta didik SMP Kanisius Sumber terhadap penggunaan Zoom Meeting lebih tinggi dibandingkan Google Classroom.

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.