The Effect of Little Khwarizmi Program in Developing Procedural Fluency Skills and Number Sense Among Pupils of Primary Schools

Alharbi, Obead Mozel O; AL Etni, Sarah Saleh Nasser

doi:10.21608/jsre.2021.92212.1362

The Effect of Little Khwarizmi Program in Developing Procedural Fluency Skills and Number Sense Among Pupils of Primary Schools

Document Type : Original Article

Authors

Department Of Curriculum and Instruction, College of Education, Qassim University, Buraidah, Al Qassim, SA

10.21608/jsre.2021.92212.1362

Abstract

The study aimed at investigating the effect of the little Khwarizmi program in developing procedural fluency skills and number sense among pupils of primary schools. The study adopted the experimental method. The sample of the study consisted of (17) students in level one, and (10) students in level two in the early grades of primary stage enrolled in the little Khwarizmi program in Riyadh. The researcher has built two tools, procedural fluency test and number sense test for both levels one and two. The study found that there are statistically significant differences at the level of 0.01 between the mean scores of the students in both pre- and post-measures of procedural fluency skills and number sense, in favor of the post-application.

Keywords

Main Subjects

Curriculum and methods of teaching

References

32- Bashkaran, S. Madhu, S. & Ranganathan, V.(2006). Evaluation of memory in abacus leaners. Indian Journal of Physiological pharmacology, 50 (3), 225-233.

33-Hartnett, Judy E. (2007). Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue. In Watson Jane and Beswick, Kim, Eds. Proceedings 30^th annual conference of the Mathematics Education Research Group of Australasia Mathematics: Essential Research, Essential Practice.

34-Lizhu, L. Ianyu, D. Kaihui, F. Shisheng, Z. &Licheng, Z. (2010). Initial research on abacus mental arithmetic education in enlightening children's intelligence. Shihezi, Xinjiang Province, Chine.

35-Laswdi, Y. S., Darwis, S., &Afgani, J.D. (2016). Developing Conceptual Understanding and Procedural Fluency for Junior High School Students through Model-Facilitated Learning (MFL). Euopean Journal of Science and Mathematics Education, 4(1), 67-74.

36-National Council of Teachers of Mathematics [NCTM]. (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM.

37-National Council of Teachers of Mathematics [NCTM]. (2000). Principles and Standards for School Mathematics. Reston, VA:NCTM.

38-National Council of Teachers of Mathematics [NCTM]. (2014). Procedural Fluency in mathematics. Reston, VA:NCTM.

39-National Research Council [NRC]. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

40-Reys ,B.&Reys, R. (1998). Mental Computation in The Elementary Curriculum: Shifting the emphasis. Teaching children Mathematics, 5 (4), 236.

41-Tomczak, M. & Tomczak, E. (2014). The need to report effect size estimates revisited, an overview of some recommended measures of effect size. Trends in Sport Sciences, 1(21), 19-25.

42-Urbina, S. (2004). Essentials of Psychological Testing. New Jersey: John Wiley & Sons, Inc.

43-Wong, M., & Evans, D. (2007). Improving Basic Multiplication Fact Recall for Primary School Students. Mathematics Education Research Journal, 19 (1), 89-106.