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

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