The Use of Arrays in the Learning of Multiplication Word Problems in Primary School

Autor/in	Malola, Mayamiko
Titel	The Use of Arrays in the Learning of Multiplication Word Problems in Primary School
Quelle	In: African Educational Research Journal, 8 (2020) 2, S.432-441 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Multiplication; Elementary School Mathematics; Mathematics Instruction; Instructional Effectiveness; Word Problems (Mathematics); Foreign Countries; Urban Schools; Grade 4; Children; Symbols (Mathematics); Mathematical Concepts; Problem Solving; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Multiplikation; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Textaufgabe; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; Child; Kind; Kinder; Problemlösen; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The low performance of Grade 4 learners in the mathematical concept of word problems involving multiplication remains a concern for many researchers in mathematics education. Several studies conducted have largely focused on improving learners' performance on bare problems involving multiplication, with little focus on contextual problems. The small pilot study reported in this paper investigated the effectiveness of using arrays in improving learners' performance on contextual multiplication problems. A sample of six learners from a school in Soweto township (South Africa) was carefully selected to participate in the study. Tests, carefully designed lessons, and interviews were the major sources of data. The study found that arrays improved the overall performance of learners, and those who were initially identified as low performers showed greater improvement. The pilot study suggests that future research should focus on engaging a large sample of learners from township schools to ensure that the sample is more representative, and how teachers may be supported to use arrays when teaching contextual multiplication problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01