The Effectiveness of Using the Scaffolds Instruction in Development the Number Sense and Mathematical Communication for Stage Preparatory Pupils

Document Type : Original Article

Author

Abstract


The present study aimed at investigating the effectiveness of using instructional scaffolds in the development of number sense and mathematical communication, as well as the relationship between number sense and mathematical communication among First Stage Preparatory Pupils. It covered a sample of (68) students distributed into two groups. While the experimental group (35 students) was taught using instructional scaffolds, the control one (33 students) was taught using the traditional method. The study utilized an instructional scaffolding-based teacher guide, a number sense test, and an observation checklist for mathematical communication. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-number sense test and the post-communication test in favor of the experimental group. There was a statistically significant positive correlation between number sense and mathematical communication among the experimental group students.

Keywords


Danilenko, E., P. (2010): "The Relationship of Scaffolding On Cognitive Load In an Online Self-Regulated Learning Environment", A dissertation Submitted to The Faculty of the Graduate School of The   University of Minnesota in Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy, The University of Minnesota.
Dianne, F. (2009). Scaffolding Instructions and Using Graphic Organizers for Writing Effective in Class Summaries", M.A. Dissertation, United States, University of California, Publication Number: AAT1471212.
Er, Z. &   Artut, P.(2018). Investigation of Number Sense Strategies Used by the 8th Grade Students in Turkey, Journal of Education and Training Studies, 6(7), 108-113 .
Fields, D.L. & Marsh, F.D. (2017). 101 Scaffolding Technique for Language Teaching and Learning EPd1, ELT, ESL, CHI, EFL), spin, Octaedro.
Jordan, Nancy C., Glutting, J., Ramineni, C. (2010). The Importance of Number Since to Mathematics Achievement in First and Third Grades, Learning and Individual Differences, 20(2), 82-88.
Morgan, C. (2005). Communicating mathematically". In S. Johnston-Wilder, P. Johnston-Wilder, D. Pimm & J. Westwell (Eds.), learning to Teach Mathematics in the Secondary School: a companion to school experience, (PP. 129-143). London: Routledge.
National Council of Teachers of Mathematics (NCTM) (2000).  Principles and Standards for School Mathematics, Reston, VA: Author.
National Council of Teachers of Mathematics (NCTM) (2001): Curriculum and Evaluation Standards for School Mathematics: Developing Number Sense in the middle grade", Reston, VA: the council.
Shih, K.-P., Chen, H.-c., Chang, c.-Y., & Kao, T.-C. (2010). The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for Elm-Laming. Educational Technology & Society. 13(1).
Shumway, J.& Moyer, P. (2019). A Counting-Focused Instructional Treatment to Improve Number Sense: An Exploratory Classroom-Based Intervention Study, Mathematics Enthusiast. 16 (1-3), 289-314.
Wang. (2006). Scaffolding Preservice Teachers 'Design of Web quests. Journal of Computing in Higher Education,3(21) ,47-50.
Yang, E ., Ben C .,   Cheng, H . , Tak-Wai C   .(2016). Improving Pupils' Mathematical Communication Abilities through Computer-Supported Reciprocal Peer Tutoring. Journal of Educational Technology & Society. 19 (3), 157-169.
Yaniawati, R. ,  Indrawan, R. & Setiawan, G.(2019). Core Model on Improving Mathematical Communication and Connection, Analysis of Students’ Mathematical Disposition, International Journal of Instruction, 12(4),639-654.