2SM in Math: Symbol, Sounds, Meaning in Learning Mathematics among Selected Kindergarten Pupils

Abstract

INTRODUCTION

Learning to write, read, and perform mathematical activities as a child usually results in the ability to read, write, and perform simple mathematical activities relatively easily. As we develop our skills, the process often becomes more challenging. We are introduced to new vocabulary and more complex sentence structures.

As schooling progresses, however, we are led to consider a range of perspectives or ways of looking at a topic rather than just one. We learn to compare these perspectives and begin to form opinions about them. In relation to this, 2SM IN MATH: SYMBOL, SOUNDS, MEANING IN LEARNING MATHEMATICS among kindergarten pupils aims to determine the difficulty in writing and performing mathematics activities among young pupils studying at Manggas-Tamak Elementary School.

METHODS

This action research focuses on the results in the writing ability of kindergarten pupils in performing mathematical operations conducted during the period of the program. The descriptive method of research was used in the study to find out the actual writing ability performance in mathematical operations of kindergarten pupils.

RESULTS

Asa result of significant gains in the intervention, twenty (20) selected young pupils passed based on the pre and post assessments. Results indicated that strategies focusing on symbols, sounds, and meaning in learning mathematics techniques were the most effective, whereas text-to-speech did not enhance pupils for better skills. However, the non-treatment control group remained significantly below the intervention group on the post-assessment reading comprehension measure.

DISCUSSIONS

Learning starts at home, then in school, which is at the kindergarten level. It is necessary to find solutions for these kids to enhance their writing and learning ability in performing mathematics operations and problem. At the early stage of pupils learning, hindrances can be avoided if there's a good foundation of skills. This may result in the smooth flow of development for the next level of their learning.

Handwriting is an integral part of every child's school experience. In order to provide the best program to children both with and without handwriting problems, elementary educators need to understand the factors underlying the skill of handwriting. Once formal schooling starts at the kindergarten level, good control of the hand muscles will enable the child to learn to handwrite with minimum effort.