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Challenges faced by primary school pupils with autism spectrum disorder when using the model method to solve word problems
Author
Tan, Ming Shan
Supervisor
Ng, Dawn Kit Ee
Poon, Kenneth K.
Abstract
The model method was introduced in the Singapore primary school mathematics curriculum as a key problem-solving heuristic which also promotes quantitative reasoning (see Kho, 1987; Ng & Lee, 2005). However, local research surfaced pupils’ errors and challenges with using the model method (Cheng, 2015; Goh, 2009; Ng & Lee, 2005, 2009; Poh, 2007), where problem-solving experiences were adversely affected. Despite having more pupils with special educational needs who might eventually pursue the Singapore mainstream mathematics curriculum, there is limited research on how these pupils use the model method during problem-solving. Through working with 34 beginning Primary Four pupils in a Singapore school for pupils with Autistic Spectrum Disorder (ASD) pursuing the mainstream primary mathematics curriculum, this study hoped to investigate: (a) the errors made when using the model method to solve one-step and two-step additive word problems involving whole numbers, (b) the factors contributing to these errors, and (c) factors affecting the confidence of pupils in adopting the model method. Phase 1 of the study saw pupils completing word problems involving part-whole and/or comparison models, and questionnaires to learn about their use and confidence in using the model method. Nine pupils were selected from the sample for further one-to-one interviews in Phase 2. Phase 3 of the study involved six teachers in a focus group interview for a more holistic understanding of the findings. Five main errors were detected from pupils with ASD when using the model method: (a) inappropriate types of models drawn, (b) wrong representation of parts, whole, and differences in model diagrams, (c) inability to identify which quantities the longer or shorter rectangular bars should refer to in comparison models, (d) models not drawn due to underlying difficulties, and (e) inaccurate or incomplete transformations from correct models to equations. Factors affecting these errors were identified: pupils’ (a) weak schema about the model method, comprising (i) weak understanding of contexts requiring each type of model, (ii) limited repertoire of model diagrams, and (iii) inability to visually differentiate between part-whole and comparison models, (b) lack of comprehension of word problems, (c) difficulty in mathematically visualising model diagrams, and (d) limited working memory capacity. Furthermore, factors affecting pupils’ confidence in using the model method were also revealed: pupils’ (a) self-awareness of accuracy of use of the model method, (b) success rates in solving word problems, (c) schema about the model method, (d) comprehension of word problems, and (e) working memory capacity. Findings of the study suggest future directions for teaching interventions for pupils with ASD, which might be extrapolated to typically developing pupils.
Date Issued
2019
Call Number
QA63 Tan
Date Submitted
2019