Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/23619
Title: | Authors: | Supervisor: | Cheng, Lu Pien |
Keywords: | Low-attainers Primary mathematics Word problems Measurement Intervention strategy |
Issue Date: | 2021 |
Abstract: | Although Singapore students excelled in numerous international comparative studies in mathematics in general, findings from the 2007 Trends in International Mathematics and Science Study (TIMSS) on the performance of low-attainers indicate that the low-attainers in Singapore were not as competent as their counterparts in other Asian countries. Specifically, the low-attainers’ worst performing component was word problems on whole numbers and measurement (Koay, Chang & Ghani, 2012). This paper performs a systematic literature review to examine the principles underpinning specific interventions that have been developed to benefit low-attainers and proposes a framework to guide the planning of mathematics lessons for measurement word problems to engage the low-attainers. The analysis of the characteristics of low-attainers indicate a common trend where they were largely similar. Direct instruction and representations are found to be the common instructional design moves for the low-attainers. |
URI: | Issued Date: | 2021 |
File Permission: | Restricted |
File Availability: | With file |
Appears in Collections: | Educational Research AY2019/2020 |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
LimClaraYingYi-2021-DCSP.pdf Restricted Access | 1.77 MB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.