Mathematics Learning: Misconceptions, Problems and Methods of Making Mathematics Learning Fun

Kunwar, Rajendra; Pokhrel, Jagat Krishna; Sapkota, Hari; Acharya, Bed Raj

doi:10.55284/ajel.v7i2.719

Cited by 8 publications

(9 citation statements)

References 24 publications

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“…These challenges facing South African tertiary education students can often be overwhelming with specific learning difficulties. A common study challenge is dyslexia, which is described as some students' difficulty with reading and writing (Kunwar & Sapkota, 2022;Tırıl & Okumuş, 2022). Specialist study skills, tuition and support can help students cope with the academic demands of university life, produce work to their ability and enhance skills for life.…”

Section: Literature Reviewmentioning

confidence: 99%

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Ndobe,

Seeletse,

Hungwe

2024

IJLTER

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Poor pass rates are a severe concern for the Department of Higher Education and Training and the universities in South Africa. Throughput rates remain low and programme completion takes much longer. On the other hand, universities suffer high dropouts due to general students' poor academic performance. One feasible intervention is student support. Universities should implement efficient and monitored student support systems (SSS). The paper discussed ways in which students may be supported with their study skills. It explored the attributes that are useful to improving students’ pass rates and the general students’ academic performance at a selected South African University (SSAU). These attributes can be integrated through planning implementation, monitoring, evaluation and control (PIMEC) processes. Action research benchmarking exercise adopting the theoretical frameworks of constructivism and symbolic interactionalism was conducted. Some successful approaches and benchmarks from international and developed countries’ universities were used to formalise and model student support in a modern tertiary institution setting. The boosted PIMEC concept and the improved student support response systems (SSRS) were blended in developing the PIMEC framework that this paper proposed for the SSAU. Besides, the concepts and approaches (such as crowdsourcing and incubation) used in business success were used to fortify the model. This resulted in a PIMEC-Enhanced SSRS Blended Model for improving the current SSS, emphasising communication within the system from top management, ICT and academic operation levels. Thus, it recommended the identification of at-risk students early during formative assessments.

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Section: Literature Reviewmentioning

confidence: 99%

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Ndobe,

Seeletse,

Hungwe

2024

IJLTER

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“…Dyslexia's effects extend beyond academics -those with dyslexia may internalize stigma, leading to disengagement and even depression without proper support 3 . Support needs vary depending on personal and sociocultural factors as well as resource availability 34 . Developed countries have established teacher training, classroom accommodations, and technologies to aid dyslexic learners, whereas underdeveloped nations often lack these supports 35 .…”

Section: Dyscalculia and Its Effects In Learning Mathematicsmentioning

confidence: 99%

Fostering Student Success: A Prevailing Provision for Dyscalculia and Dyslexia in the School Curriculum and Strategies for Support

Kunwar

2024

Nep J Neurosci

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This article examines the impact of dyscalculia and dyslexia on students' mathematics learning and proposes strategies for supporting learners with these learning disabilities. It provides a concise overview of dyscalculia and dyslexia, emphasizing their distinct characteristics and prevalence rates within the Nepalese context. The study explores the challenges faced by students with dyscalculia and dyslexia in mathematics education and discusses the importance of inclusive education. It also provides an overview of the school-level curriculum in Nepal, highlighting the effects of dyscalculia and dyslexia on mathematics learning and the specific challenges experienced by students with these disabilities. The article uncovers areas within the school-level curriculum in Nepal that require attention and offers practical ways to support learners with dyscalculia and dyslexia. Overall, this article provides valuable insights into the challenges faced by students with dyscalculia and dyslexia in learning mathematics and offers practical recommendations for developing an inclusive curriculum that caters to the specific needs of the dyscalculic and dyslexic learners.

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“…Project-based cooperative learning is an effective educational method that can maximize learners' initiative and ability to utilize knowledge. Through project-type classes that explore topics of interest and propose and solve problems on their own, learners develop creativity, critical thinking, and communication and collaboration skills [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

The effect of project-based cooperative learning on disability empathy in pre-service early childhood teachers

Choi

2024

2576-8484

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This study investigated the effect of project-based cooperative learning in an introductory special education class on disability empathy. Disability empathy is an important competency for pre-service teachers who teach children with disabilities. The subjects of this study were 49 university students who were completing a qualification course for pre-service teachers who teach children with disabilities. First, through theoretical learning, interest and understanding of disabled infants and toddlers were raised, and educational program production activities were carried out to increase understanding of disabilities. Project-based cooperative learning was conducted for a total of 30 hours over 15 weeks. As a result of the study, it was found that the disability empathy of pre-service early childhood teachers significantly increased after the implementation of project-based cooperative learning, and the active interaction item score was the highest in the class satisfaction area. As a result, it was found that project-based cooperative learning has a significant effect on pre-service early childhood teachers' disability empathy and promotes active interaction. The significance of this study is that it empirically verified the effect of project-based cooperative learning on preservice teachers’ disability empathy. It is hoped that the results of this study will be used as teacher education materials to improve pre-service teachers’ disability empathy.

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Mathematics Learning: Misconceptions, Problems and Methods of Making Mathematics Learning Fun

Cited by 8 publications

References 24 publications

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Fostering Student Success: A Prevailing Provision for Dyscalculia and Dyslexia in the School Curriculum and Strategies for Support

The effect of project-based cooperative learning on disability empathy in pre-service early childhood teachers

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