Decrease the Number of Non-Numerates among Grades I-III Pupils in Paharang Elementary School

Abstract

INTRODUCTION

Mathematics plays a very important role in our daily lives. It is a basic subject in school wherein pupils are given full opportunity to develop and learn numerically. Hence, effective mathematics introduction is an absolute necessity in all levels of education, particularly in the first three grade levels. It is in these grade levels where initial mathematics foundation and basic mathematical concepts are first developed.

METHODS

An experimental design was used since its main purpose was to identify the contributory factors that affect the numeracy skill of the students. Moreover, this study aimed to enlist the activities performed by the students to become more skilled in Math. Furthermore, it revealed activities of the teachers and parents to help the children in their mathematics study. Sixty-four (64) grades I-III Mathematics Teachers were selected as respondents, as well as selected grades I-III pupils and parents of Paharang Elementary School. A Likert scale survey was conducted for the data collection, with the questionnaire as the primary instrument in collecting data. The researcher used weighted mean/average as the statistical tool for study.

RESULTS

Pupils and parents were seldom aware of their role in learning (pupils) and guiding (parents) of the lesson. The pupils were hardly ready for numeracy lessons, classroom participation, and their learning acquisition. Parents on the other hand were less attentive to their children's need in terms of their numeracy development. Meanwhile, teachers did their best to teach numeracy lessons. Teachers seldom used educational games for more experiential learning. These may be one of the reasons why non-numerate pupils cannot catch up with the lesson than those who are numerate. Teachers not only need to have knowledge of a particular subject matter but they also need to have pedagogical knowledge and knowledge of their students. Parents should give their children closer attention on their children's numeracy progress in school.

DISCUSSIONS

Mathematics teacher should include educational games to make the discussion livelier and successful. It is revealed nowadays that students want experiential learning over traditional style of learning. Teachers must provide intervention materials and let non-numerate pupils undergo intervention activities for mathematics. Parents and teachers must provide meaningful numeracy activities to sustain the children's interest in learning.