Objectives of the study:
To identify dyscalculic V standard students.
To examine the performance of dyscalculic V standard students in Output as numerical difficulty, Sequential difficulty, Language difficulty, cognition, motor difficulty, visual and spatial difficulty and multiple task.
To find the impact of the remedial measures and intervention for dyscalculic children to improve mathematics.
Sample of the study:
50 dyscalculic students from 20 schools of class V were selected as the sample.
Mean, Percentage Analysis
Findings of the study:
By comparing post test and pre test scores, it was found that Boys were better in cognition, visual-spatial and motor dimension. Girls were better in numerical, sequential, language dimension. Both the gender scored equal in multiple task dimension.
From the post test and pre test scores it was found that Urban students were better in cognition, numerical, sequential, language dimension. Rural students were better in Visual spatial and motor dimension. Both the locality students scored equal in multiple task dimension.
There is difference between the pre test and post test scores. The post test scores were more than the pretest scores.
The implementation of various remedial measures for mathematics difficulties proved to be better, when the post test were taken. These implied different intervention/strategies should be used in all Government schools to make the basic concepts of mathematics to be clear to students.
All dimensions of mathematical ability viz, Numerical, Sequential, cognition, Visual-spatial, Language, Motor and Multiple task have got different perception by different individuals. The results of pretest and post test scores signify this fact.
Boys were better in cognition, Visual-spatial, motor than girls. This may be boys have have more exposure. Hence the school/Institutional heads should provide more opportunities and facilities for girls to give more exposure and experience.
Girls were better in sequential and language skills than boys. This result suggest that girl’s analytical thinking and language ability were due to their attitude towards theoretical knowledge. Girls give much importance to the concepts and ideas in theory. Our system of curriculum transaction should be modified. Educational institution should be modified. The habits of sequential and language ability should be developed both for boys and girls. The educational process should cater the needs of the learners.
Boys and girls have got similar type of numerical and multiple task skills. The result indicated that gender has got no influence on numerical and multiple task dimensions. Both the gender have got equal opportunities to experience on numerical and multiple task. The same should be made possible for all dimensions.
The urban students were better in numerical, sequential and language dimension than rural students. The result implied that theoretical frame work or concept Learning were more in urban than rural. In rural, there is practical nature of learning and in general manipulation of objects were easier for rural students than urban students. Locality influences the attitude of learners.
The strategies that were implemented for each difficulty were unique. For numerical difficulty, counting fingers, Cuisenaire rods and pattern, dot images were suggested, this implied that optimum number of students preferred to use this strategy to make the concept clear. Hence the authorities should make available of these basic teaching aids in schools.
For language skills, the results showed different colors, images, objects and visual display, graphic organizers, RIDGES were applicable. This should be accessible by all students in Government and private schools. Hence the authorities should understand the need for and take these strategies enough responsibilities to implement this in all school.
Drawing shapes, centipede activities, building blocks, providing shapes and manipulating objects were applicable strategies for cognition skills. The result assured that by using these strategies, the difficulties can be signed out. Hence there should be provision of these strategies and awareness to utilize to make the teaching-learning meaningful and purposeful.
For the strategies of visual-spatial skills, one big picture, Concrete pictorial imagery, and visual blank organizers, give one diagram at a time and Concrete pictorial imagery, were adoptable strategies for classroom practice. The result confirmed that by utilizing these strategies, the students were made interested towards the subject by rooting out this difficulty. The school authorities should make provision for having these teaching aids.
Using manipulatives to connect symbols to concrete objects, Providing simpler patterns for students and Using mnemonic devices, Visualization, Using multiple representations of concepts were applicable strategies for Motor skills. The result affirmed that by practicing these strategies the motor skills could be developed properly. The school authorities should make these things available for students to make the concepts easier.
For Multiple task, use of play dough, collage and use of play dough, collage, Providing clarity of symbols and operations by visual, objects, patterns and Cutting activities were adoptable strategies. The result implied that by using different intervention, the difficulty level decreases. The effective use of these strategies inferred that the difficulties will be demolished.
Keyword(s): Dyscalculic students, Primary School