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What are the learning difficulties and profiles of poor learners of mathematics at primary one in Singapore?
Author
Seah, Kim May
Supervisor
Azilawati Jamaludin
Abstract
Mathematics difficulties are as prevalent as reading difficulties and have long-lasting detrimental effects on individuals. The research into mathematical difficulties is just gaining traction and we are beginning to understand the factors that influence the acquisition of mathematics in students with learning difficulties in this area. This thesis investigates the factors that are associated with mathematical performance in poor math learners at the Primary 1 level in Singapore schools, and explores the possible profiles of these learners. The data from 116 Primary 1 students across 13 primary schools were analysed to investigate the correlations among the factors, and two-step cluster analysis was conducted to distinguish the profiles of learners. Factors such as cognition, executive functioning, academic skills, and mathematical processes were correlated to math performance, but mathematical anxiety was not. The findings from this Singaporean sample largely mirrored the international research. This thesis found two clusters of students, one with generally average performance across more domains, while the other was generally weak. International research has posited more than two profiles of math learning difficulties, thus the measures in this study which were extracted from the first phase of a larger study may not have been able to capture the level of detail required to extrapolate more detailed profiles. Analyses of the full data set might be able to provide more comprehensive and in-depth analyses. Given that the data of Singapore students generally mirror the international research, new findings from the field can be applied to our local students.
Date Issued
2021
Call Number
BF456.N7 Sea
Date Submitted
2021