Refine your search
Collections
Co-Authors
Year
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Devi, Yumkhaibam Anandi
- Impact of Educational Therapy Programme on Mathematical Skills of Rural Children
Abstract Views :160 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 9, No 3 (2019), Pagination: 140-144Abstract
The present study was an attempt to see the impact of planning and implementation of educational therapy programme on mathematical skills of school children. The sample for the study consisted of 15 teachers and30 children of class II from the rural private schools of Ludhiana district. Self Structured Cognitive Abilities Assessment Checklist were used to assess teachers' cognitive abilities to design educational therapy programme for children, Raven's Coloured Progressive Matrices (Raven, 1965) was used to assess the intellectual abilities of the children and Self Structured Mathematical Skills Checklist was used to assess different mathematical skills of children. Rural teachers who showed high level of application level of cognitive abilities were selected to plan and design educational therapy programme for children with mathematical difficulties which was implemented for three months. Pre-intervention results revealed that children were in low and medium level of mathematical skills and none of the child was in high level. Post- intervention results revealed that rural children of class II shifted to medium and to high level and none of the child remained in low level of mathematical skills. Further, dimensionwise analysis revealed that the mathematical skills were improved in each dimension indicating that children were better able to perform in number facts, place value, addition, subtraction and counting. Hence, the educational therapy programme significantly enhanced the mathematical skills of rural children..Keywords
Cognitive Abilities, Intervention, Mathematical Skills, Educational Therapy Programme.
References
- Aunio, P., Hautamaki, J., Sajaniemi, N., & Van-Luit, J.E.H. (2009). Early numeracy in low-performing young children .British Educational Research Journal, 35, 25-46.
- Beverley, M., Hughes, J., Hastings, C., & Richard, P. (2018). Improving essential numeracy skills in primary school children using a brief fluency-building intervention: Arandomised control trial. WalJournal of.'Education, 20, 114-134.
- Bloom, B. (1956). Bloom's taxonomy of educational objective and -writing intended learning outcomes statements. Pp. 1-10. International assembly for collegiate business education Kansas, USA.
- Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
- Fatima, R. (2012). Role of mathematics in the development of society. Retrieved from http://www.ncert.nic.in/pdf_files/finalarticlerole%20of%20mathematics%20in%2 0the%20development%20ofsociety-ncer-.pdf
- Fosnot, C., & Dolk, M. (2001). Young mathematicians atwork: Constructing number sense, addition and subtraction. Portsmouth, NH: Heinemann.
- Geary, D. C. (2011). Consequences, characteristics and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental and Behavioral Pediatrics, 32, 250-263.
- Geary, D.C., Mary, K.A., Lara, N., & Drew, H. B. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five year prospective study. Journal of Educational Psychology, 104, 206-223.
- Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293304.
- Gloria, J., Kelanang, P., & Zakaria, E. (2012). Mathematics difficulties among primary school students. Advances in Natural and Applied Sciences, 6, 1-7.
- Grissemier, D., Grimm, K. J., Aiyer, S. M .,Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008-1017. doi:10.1037/a0020104.
- Hein, J., Bzufka, M. W., & Neumarker, K. J. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their cliniconeuropsychological validation. European Child Adolescent Psychiatry, 9, 87-101.
- Karibasappa, C.N., Surendranath, P., Nishanimut, P., & Padakannaya, P. (2008). A remedial teaching programme to help children with mathematical disability. Asia Pacific Disability Rehabilitation Journal, 19, 234-245.
- Krathwohl, D.R (2002). A revision of Bloom's taxonomy: An overview. Pp-212-18. College of education. The Ohio State University.
- Legall, L.M.H. (2010). Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educationalgovernment secondary schools in North Trinidad. Master's Thesis. The University ofthe West Indies.
- Maruyama, M., Pallier, C., Jobert, A., Dehaene, S.,& Signan, M. (2012). The cortical representation of simple mathematical expression. Neuropsychology, 16, 14441460.
- National Achievement Survey (2017). District Report Cards. Educational Survey Division Coordinator, NCERT, New Delhi.
- Raven, J.C. (1969). Coloured progressive matrices. London: H K Lewis publishing Co.
- Schopman, E.A.M., Van-Luit, J.E.H., & Van de Rijt, B.A.M. (1996). Learning and transfer of preparatory arithmetic strategies among young children with developmental lag. Journal of Cognitive Education, 5 , 117-131.
- Shalev, R.S. (2005). Developmental dyscalculia. Joumal of ChildNeurology, 19, 765771.
- Sylvia, K. (2009). Early childhood matters: Evidencefrom the effectivepreschool and primary education project. London: Taylor and Francis.
- Van-Luit, J. E. H., & Schopman, E. A. M. (2000). Improving early numeracy of young children with special educational needs. Remfrey is a Special Education, 21,27-40.